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Notes  on  Equitation  and 
Horse  Training 


In  answer  to  the  examination  questions  at  the 

School  of  Application  for  Cavahy 

at  Saumur,  France 


Washington 

Government  Printing  Office 

1910 


War   Department, 

Document  No.  375. 
Office  of  the  Chief  of  Staff . 


War  Department, 
Office  of  the  Chief  of  Staff, 

Washington,  July  16,  1910. 
Authority  having  been  obtained  for  the  use  of  the 
Notes  on  Equitation  and  Horse  Training,  School  of  Ap- 
pHcation  for  Cavahy  at  Saumur,  France,  translated  by 
Maj.  George  H.  Cameron,  Fourteenth  Cavalry,  assistant 
commandant,  Mounted  Service  School,  Fort  liiley,  Kans., 
and  approved  by  a  board  of  officers  convened  at  the 
Mounted  Service  School,  they  are  herewith  published  for 
the  information  of  the  Regular  Army  and  the  Organized 
Militia. 

By  order  of  the  Secretary  of  War: 

Wm.  H.  Carter, 
Major-General,  Acting  Cfdef  of  Staff. 

3 


HISTORY. 

Question  I  (p.  11): 

Hintory  of  equitation. 
Antiquity. 
Middle  ages. 
Italian  schools. 

French  echoolH  of    the  sixteenth,  seventeenth,  and  eighteenth 
centuries. 

Military  schools. 

Period  from  1789  to  1815. 

Restoration. 

Contemporary  equitation. 

Baucher. 

d'Aure. 

Name  the  most  noted  riding  masters  in  these  different  schools. 

HORSE  TRAINING. 
Question  II  (p.  19): 

Definition  and  object  of  horse  training. 

Circumstances  affecting  duration  of  training.     Condition  of  the 
horse,  age,  breeding;  experience  and  skill  of  the  horseman.     Object 
to  be  attained. 
Three  periods  of  training. 
Question  III  (p.  22): 

Preliminary  work.     Exercise  by  leading. 
Care  of  young  horses.     Special  recommendations. 
Work  on  the  longe;  method  of  giving  longe  lessons  to  young  horses; 
its  object. 
Question  IV  (p.  25): 

Precautions  in  saddling  horses. 

Mounting  lesson.     How  should  it  be  given  and  when?     Instruc- 
tions for  men  holding  the  horses. 
Precautions  with  restless  horses. 
Question  V  (p.  27): 

How  should  the  squad  be  arranged  in  the  first  lesson?     In  what 
case  should  a  leader  be  used? 

Necessity  for  the  trot  at  the  beginning  of  a  lesson  and  the  advan- 
tages of  this  gait  in  early  training. 
Resistance  of  young  horses.    Means  of  overcoming. 

5 


6  EQUITATION    AND    H0I5SE   TRAINING. 

Question  VI  (p.  29): 

Importance  of  the  movement  straight  to  the  front. 

To  accustom  the  horse  to  go  straight  ahead  under  the  action  of  the 
legs.  Importance  of  this  lesson.  How  should  it  be  given?  Should 
it  be  given  often? 

Lightness.     When  should  it  be  exacted? 

Principle  of  constant  tension  on  the  reins. 
Question  VII  (p.  31): 

To  halt.     How  should  a  young  horse  be  halted? 

Should  halts  be  frequent?  Advantages  and  disadvantages,  de- 
pending upon  the  horse's  balance. 

The  change  of  direction.     Aids  to  use. 
Question  VIII  (p.  33): 

Outdoor  work. 

When  may  it  begin? 

How  should  it  be  combined  with  work  in  the  hall? 

Choice  of  ground. 

Gaits. 

Sweats. 

Purges. 

Condition  of  the  legs. 

Appetite  and  condition  of  the  horse. 

Results  to  be  obtained  from  outdoor  work. 
Question  IX  (p.  37): 

Suppling  the  haunches.  Accustoming  the  horse  to  yield  to  the 
effect  of  one  leg. 

About  on  the  forehand.     With  what  horses  should  it  be  used? 

Suppling  of  the  haunches  continued. 

Haunches  in. 

Difference  between  this  movement  and  two-track  work. 

Dismounted  work. 
Question  X  (p.  42): 

Suppling  the  forehand. 

Shoulder  in.     Difference  between  shoulder  in  and  haunches  out. 

About  on  the  haunches. 

Lateral  effect.     Diagonal  effect. 
Question  XI  (p.  44): 

Two-track  work.  (1)  On  the  track.  Haunches  in.  Haunches 
out.  Disadvantages  of  these  movements  at  the  beginning  of  train- 
ing. (2)  On  the  diagonal  of  the  hall.  Advantage  of  this  exercise. 
(3)  On  a  circle. 

Two-track  work  at  a  slow  trot. 


EQUITATION   AND   HORSE   TRAINING.  7 

Question  XII  (p.  47): 

Is  it  advantageous  to  prolong  the  first  part  of  training? 

Bending  lessons  on  the  snaffle  bit.     When  and  how? 

Easing  the  hand  on  the  snaffle  bit. 
Question  XIII  (p.  49): 

How  should  the  gallop  be  exacted  in  the  first  part  of  training? 

The  gallop  taken  by  increasing  the  gait. 

Utility  of  work  on  a  circle. 
Question  XIV  (p.  51): 

Backing.     Method  of  execution. 

With  what  horses  especially  should  this  movement  be  practiced? 

Work  at  will. 

Condition  of  the  horse  at  the  end  of  instruction  with  snaffle  bit. 
Question  XV  (p.  54): 

Instruction  in  the  double  bridle. 

Steps  to  be  followed  in  order  to  make  a  young  horse  accept  the 
curb  bit.     Different  ways  of  holding  the  reins. 

Bending  lessons.     General    principles.     With    the    snaffle    bit. 
With  the  snaffle  and  curb.     With  the  curb  bit. 

Dismounted  bending  lessons. 

Definitions.     In  hand.     Lightness.     The  set.     The  gather.     The 
assemble. 
Question  XVI  (p.  58): 

Easing  the  hand  on  the  curb  bit.     To  what  horses  should  this 
exercise  be  given? 

What  is  meant  by  give  and  take?    Action  of  the  fingers  on  the 
reins. 

Necessity  of  often  returning  to  the  lesson  of  going  straight  ahead. 

Lesson  with  the  spurs.     When  should  it  be  given? 
Question  XVII  (p.  61): 

Work  at  the  trot.     Rising  to  the  trot. 

Necessity  of  frequent  alternating  the  diagonal  pair  from  which  the 
rise  is  made.     Exception  to  this  rule. 

Lengthening  and  shortening  the  gait  at  the  walk  and  the  trot. 
Question  XVIII  (p.  64): 

Work  at  the  slow  trot. 

Small  circles. 

Serpentines. 

Two  track  work. 

Preparing  for  the  assemble.     Halts,  half  halts,  and  backing. 


8  EQUITATION    AND   HORSE   TRAINING. 

Question  XIX  (p.  66): 

Work  at  the  gallop. 

Course  to  be  followed  in  teaching  a  horse  to  lead  with  a  given  foot. 
Question  XX  (p.  68): 

WTiere  should  the  training  of  the  troop  horse  stop? 

The  false  gallop. 

Taking  the  gallop  alternately  from  either  foot  at  short  intervals. 

Change  of  lead.     Precautions. 

Continuation  of  training.    Work  at  the  slow  trot.    Gallop  exercises. 
Question  XXI  (p.  71): 

How  are  young  horses  taught  to  jump? 

Jumping  at  liberty. 

Jumping  on  the  longe. 

High  jumps. 

Broad  jumps. 

Jumping  mounted. 
Question  XXII  (p.  74): 

To  accustom  young  horses  to  the  saber,  to  firing,  and  to  noises. 

Swimming  exercises. 
Question  XXIII  (p.  76): 

Various  faults  of  saddle  horses.     Means  of  remedying  them. 
Question  XXIV  (p.  79): 

Conditions  to  be  fulfilled  by  a  good  saddle. 

How  should  a  horse  be  saddled? 
Question  XXV  (p.  80): 

Holding  the  snaffle  reins. 

Holding  the  double  bridle  reins. 

Handling  the  reins. 
Question  XXVI  (p.  82): 

What  is  meant  by  the  aids  and  how  are  they  classified? 

Function  of  the  hands.     Direct  rein.     Indirect  rein.     Rein  of 
opposition. 
Question  XXVII  (p.  84): 

Function  of  the  legs;  their  different  effects. 

Unison  of  the  legs.     Horse  in  the  legs.     Horse  behind  the  legs. 

Length  of  stirrups. 

Position  of  the  foot  in  the  stirrup. 
Question  XXVIII  (p.  87): 

Function  of  the  neck  in  equitation. 

Kind  of  neck  to  be  selected. 

Different  positions  of  the  neck. 

Different  positions  of  the  head. 

Influence  of  conformation. 


EQUITATION    AND    HORSE    n^AlNING, 


QueBtionXXIX  (p.  91): 

Training  for  a  military  race. 

First.  Amount  of  work. 

Second.  Condition  of  the  legs. 

Third.  Feed  during  training. 
Question  XXX  (p.  95): 

Conditioning  a  hunter. 

Conditioning  for  endurance  races. 


I. 

HISTORY. 

The  history  of  equitation  reaches  back  to  remotest  an- 
tiquity. Tiie  horse  has  always  been  used  in  combat,  and 
here  we  find  the  origin  or,  more  properly  speaking,  the 
cause  of  the  equestrian  art.  If  man  had  utilized  the  horse 
merely  to  cover  long  distances  or  to  bear  burdens,  suffi- 
cient training  for  the  purpose  would  have  been  an  easy 
matter.  But  when  he  decided  to  fight  from  the  horse's 
back  he  was  obliged  to  develop  a  complete  and  logical 
system  of  steps  in  training  and  handling. 

Antiquity. — ^We  will  not  concern  ourselves  with  the 
manner  in  which  the  Greeks,  Gaals,  and  Romans  rode. 
Covering  this  long  period,  only  the  works  of  Xenophon 
need  be  cited;  they  are  especially  worthy  of  mention 
because  they  include  all  the  fundamental  principles  of 
equitation,  and  even  in  our  day  may  be  consulted  to 
advantage.  It  should  also  be  stated  that  prior  to  the 
fifth  century  a  covering  stretched  over  the  horse's 
back  was  the  only  form  of  saddle.  The  Orientals  made 
slaves  bend  their  backs  to  serve  as  mounting  blocks, 
and  the  Romans  made  use  of  stones  called  "stades," 
which  were  set  along  the  roads  for  the  same  purpose.  It 
was  not  until  the  end  of  the  fifth  century  that  the  saddle- 
tree was  invented,  and  later  stirrups  were  added.  This 
invention  materially  modified  methods  of  equitation 
and  permitted  the  rider  to  remain  longer  in  the  saddle 
without  becoming  fatigued. 

Middle  ages. — During  the  long  period  that  constitutes 
the  middle  ages,  two  customs  contributed  largely  to  prog- 

11 


12  EQUITATION    AND    HORSE   TRAINING. 

ress  in  equitation.  These  two  fasliions  were  cliivahy 
and  tournaments.  All  the  youths  of  the  French  nobility, 
eager  to  rise  to  the  dignity  of  knighthood,  received  an 
education  in  which  the  first  essential  was  to  learn  how 
to  ride.  Equitation,  it  is  true,  was  very  limited.  The 
lancer's  deep  saddle,  required  to  resist  an  adversary's 
shock,  led  to  a  very  constrained  seat.  Methods  of  con- 
trolling the  horse  were  neither  accurate  nor  progressive; 
the  legs  held  straight  and  far  out  from  the  horse  could 
be  closed  only  by  jerks;  the  overloaded  horses  necessarily 
lacked  suppleness.  Equitation  was  simply  an  exhibition 
of  brute  strength,  but  it  was  well  adapted  to  the  form  of 
combat  and  to  the  breed  of  horses  then  existing. 

During  this  period  of  the  middle  ages  we  find  no  works 
on  equitation.  The  horsemen  of  that  period  were  cer- 
tainly^ not  writers  and,  moreover,  equitation  with  them 
was  a  business  rather  than  an  art. 

Italian  schools. — The  lack  of  authors  and  of  historical 
documents  brings  us  up  to  the  time  of  Pignatelli,  an 
Italian  nobleman,  who,  in  the  sixteenth  century,  founded 
at  Naples  the  first  school  of  equitation  that  ever  existed. 
His  example  was  promptly  followed  in  Italy,  and  other 
schools  were  founded,  one  at  Ferrare  by  Caesar  Fiaschi 
and  one  at  Naples  by  Frederick  Grison.  Their  system 
consisted  in  exaggerated  supplings,  exacted  in  a  brutal 
manner.  The}"  obtained  results,  however,  and  horses 
trained  in  these  schools  were  certainly  well  in  hand,  but 
training  was  very  long  and  was  not  alwaj^s  successful. 
All  the  horses  of  Italy,  especially  those  of  Naples,  had  a 
reputation  for  viciousness,  which  was  probably  due 
simply  to  the  exceptional  severity  of  the  horsemen. 

French  schools — Sixteenth  century. — The  principles  of 
the  Italian  school  were  brought  to  France  at  the  end  of 
the  sixteenth  century  by  La  Broue  and  Pluvinel,  pupils 
of  Pignatelli.  The  nobility  eagerly  took  up  the  theo- 
retical study  of  an  art  that  seemed  new  to  them;  competi- 


EQUITATION    AND    IIOKSE    TRAINING.  13 

tions  took  the  place  of  tourneys,  and  at  the  death  of 
Henry  II  the  latter  disappeared  entirely. 

Phivinel,  who  was  successively  first  equerry  to  Henry 
III  and  director  of  the  royal  stables  under  Henry  IV, 
founded  the  first  academies  in  France. 

Equitation  as  taught  in  these  academies  was  still  slow 
and  restricted.  The  seat  in  the  liigli  saddle  was  always 
straight  and  stiff.  Immoderate  use  was  made  of  the 
spur  and  switch,  and  the  methods  of  training  were  based 
principally  on  the  use  of  the  cavesson  and  of  the  posts. 

Seventeenth  century. — In  the  seventeenth  century  the 
principal  riding  masters  were  Solleysel  (1617-1680), 
who  published  the  Parfait  Marechal  and  translated  the 
works  of  Newcastle;  Du  Plessis;  De  Lavallee;  Ven- 
DEUiL,  who  was  De  la  Gueriniere's  teacher;  and  Gaspard 
Saunier  (1663-1746),  who  wrote  Treatise  on  the  Complete 
Knowledge  of  Plorses,  The  True  Principles  of  Cavalr}', 
and  The  Art  of  Cavalry.  In  England,  the  Marquis  of 
Newcastle  is  worthy  of  mention. 

Equitation  was  still  about  the  same,  but  they  began  to 
work  outside  the  riding  hall.  Solleysel  took  up  condition- 
ing and  published  a  Method  of  Preparing  Horses  to  Cover 
Extraordinary  Distances.  Gaspard  Saunier  insists  on 
the  necessity  of  working  horses  out  of  doors.  He  tells 
us  that  the  best  horses  of  the  Versailles  school,  when 
put  on  the  road  in  the  campaign  of  1691,  had  great 
difficulty  in  becoming  accustomed  to  this  new  work, 
and  that  "they  stumbled  and  seemed  to  "have  scarcely 
enough  strength  to  stand  up." 

Eighteenth  century. — It  was  not  until  the  eighteenth 
century  that  the  French  school  w^as  really  and  definitely 
founded,  and  the  honor  of  establishing  it  is  due  to  M.  de 
la  Gueriniere.  He  was  the  first  to  conceive  the  idea 
of  the  natural  seat.  He  had  the  pommel  and  can  tie  of 
the  manege  saddle  cut  down  and  taught  that  the  rider 
should  seek  a  firm  seat  in  the  balance  and  uprightness 


14  EQUITATION    AND    HORSE   TRAINING. 

of  liis  position.  His  instruction  in  equitation  was 
reasonable  and  natural;  he  greatly  simplified  methods  of 
training,  and  the  system  that  he  published  may  still  be 
consulted  with  advantage. 

FolloAving  the  riding  masters  of  the  eighteenth  century, 
we  advance  step  by  step.  The  Versailles  school  became 
celebrated  the  world  over.  It  was  a  real  academy, 
which,  after  laying  doAvm  the  principles  of  French  equita- 
tion, sought  to  maintain  these  principles  and  prove  their 
superiority. 

Among  the  numerous  riding  masters  of  the  eighteenth 
century  should  be  mentioned  La  Gueriniere,  who  pub- 
lished The  School  of  Cavaliy  and  the  Elements  of  Cavalry 
(he  died  in  1751) ;  De  Nestier;  De  Salvert;  De  Luber- 
SAC,  who  trained  his  horses  by  riding  them  eighteen 
months  at  a  walk;  De  Montfaucon  de  Rogles,  who, 
in  his  Treatise  on  Equitation,  gives  some  useful  informa- 
tion on  work  with  the  longe;  De  Neuilly;  Bourgelat, 
founder  of  veterinary  schools;  Du  Paty  de  Clam,  who 
pubhshed  numerous  works  and  was  a  writer  rather  than 
a  riding  master;  D'Auvergne,  head  riding  master  at  the 
mihtary  school  in  Paris;  Mottin  De  La  Balme,  pupil  of 
d'Auvergne,  who  wrote  Essays  on  Equitation ;  De  Bohan, 
who  published  a  Critical  Review  of  the  French  Army 
(he  thought  that  equitation  should  proscribe  all  artificial 
gaits) ;  De  Boideffre,  a  pupil  of  d'Auvergne,  who  wrote 
Principles  of  Equitation  and  of  Cavalry;  De  La  Eigne, 
and  D'Abzac. 

Military  schools. — It  is  important  to  note  that  progress 
in  equitation  was  due  not  solely  to  instruction  received 
at  the  Versailles  school,  but  also  to  the  reforms  in  cavalry 
tactics  introduced  by  Frederick  the  Great.  The  neces- 
sity of  having  squadrons  able  to  maneuver  proved  to  the 
King  of  Prussia  that  equitation  should  be  the  basis  of 
the  instruction  of  the  trooper.  He  built  riding  halls  in 
all  cavalry  garrisons  and  caused  the  principles  of  the 
equestrian  art  to  be  taught. 


EQUITATION    AND    HORSE   TRAINING.  15 

The  example  of  the  Germans  was  followed  by  the 
French  cavalry.  At  the  end  of  Louis  XVs  reign,  the 
Duke  of  Choiseul,  minister  of  war,  had  the  King  sign  a 
decree,  in  1764,  creating  five  cavalry  schools — at  Douai, 
Metz,  Besancon,  La  Fleche,  and  Cambrai.  A  central 
school  at  Paris  was  to  receive  the  best  pupils  from  the 
elementary  schools  after  they  had  passed  through  a 
fixed  period  of  instruction.  This  decree  of  1764  was 
never  completely  carried  out. 

In  1770  regimental  riding  schools  were  established  in 
nearly  all  cavalry  garrisons.  Among  these  schools  the 
most  celebrated  were  those  at  St.  Germain,  Versailles,  and 
Saumur.  The  one  at  Saumur,  which  had  been  organized 
in  1 763  by  the  regiment  of  carbineers,  was  transformed  in 
1771  into  a  cavaliy  school  to  which  every  colonel  was 
directed  to  send  four  officers  and  four  noncommissioned 
officers  annually. 

Period  from  1789  to  1815.— The  Revolution  suppressed 
all  cavalry  schools.  However,  in  1798,  the  school  at  Ver- 
sailles was  reestablished  and  took  the  name  of  National 
School  of  Instruction  for  Mounted  Troops.  In  this  new 
school  the  instructors  did  not  attempt  equitation,  but 
simply  endeavored  to  teach  the  horse  to  carry  his  rider 
and  to  travel  at  marching  gaits. 

In  1799  two  new  schools  were  created,  one  at  Lunevfile 
and  one  at  Angers,  having  the  same  object  and  the  same 
organization.  The  Versailles  school  was  the  only  one  left 
in  1808,  when  an  imperial  decree  replaced  it  by  the  school 
at  St.  Germam,  intended  to  complete  the  instruction  of 
cavalry  second  lieutenants  after  the  course  at  St.  Cyr. 

Restoration. — Upon  the  return  to  power  of  the  Bour- 
bons the  Versailles  riding  school  was  reestablished  and 
placed  under  the  direction  of  M.  d'Abzac,  who  was  assisted 
by  Messrs.  de  Goursac  and  Charrette  de  Boisfoucaud. 

The  most  noted  riding  masters  of  that  school  were  the 
Viscount  O'Hegerty,  de  Vendiere,  de  Millange,  and  de 
Vaugiro.     The  Versailles  school  lasted  until  1830. 


16  EQUITATION    AND    HORSE   TRAINING. 

In  1814  the  Restoration  suppressed  the  school  at  St. 
Germam  and  founded  a  new  one  at  Saumur.  The  hitter 
was  aboHshed  in  1822,  following  General  Berton's  con- 
spiracy, and  the  decree  of  1823  established  a  school  of 
application  for  cavalry  at  Versailles. 

The  Riding  School  of  the  Pages,  under  the  direction  of 
O'Hegarty,  formed  a  branch  of  the  Versailles  school. 
But  this  new  organization  lasted  only  a  year  and  on  No- 
vember 11,  1824,  the  cavalry  school  was  definitely  estab- 
lished at  Saumur. 

Contemporary  equitation. — We  now  come  to  contem- 
porary equitation,  for  a  long  time  divided  into  two  schools; 
a  new  school,  that  of  Baucher,  and  the  d'Aure  school, 
which  continued  the  methods  taught  at  Versailles. 

Baucher. — Little  is  known  of  Baucher's  antecedents. 
At  the  age  of  15  he  set  out  for  Italy  with  one  of  his  uncles, 
who  was  an  instructor  in  riding  schools.  He  returned  to 
France  a  few  years  later  and  located  in  Paris.  First  he 
gave  lessons  in  a  small  riding  academy  in  the  Rue  Mont- 
martre;  then  he  went  into  a  circus  in  order  to  popularize 
his  methods.  The  minister  of  war  had  his  system  tested 
in  the  army  on  two  different  occasions;  one  trial  was  at 
Saumur.  The  Baucher  system,  however,  was  never  offi- 
cially adopted  in  the  cavalry. 

Baucher's  methods  were  entirely  different  from  those 
taught  at  the  Versailles  school.  Much  more  complicated 
than  the  Count  d'Aure's  method,  it  marked  in  a  way  a 
return  to  the  suppling  of  the  early  riding  masters.  The 
formula  that  Baucher  often  repeated  was  this:  ''Destroy 
the  instinctive  forces  and  replace  them  by  transmitted 
forces."  To  carry  out  this  programme  it  was  necessary 
to  begin  with  a  series  of  supplings:  "Flexions  of  the  jaw; 
flexions  of  the  neck,  lateral  flexions  and  mobilizing  the 
hind  quarters  about  the  shoulders;  swinging  the  fore 
quarters  about  the  haunches;  combination  of  the  play  of 
both  extremities  or  backing." 


EQUITATION    AND    HORSE    TRAINING.  17 

All  this  preliminary  work  was  done  in  place  and  resulted 
in  the  "gather"  {Le  ramener) ;  later  by  the  use  of  so-called 
"attacks"  and  "collecting  effects,"  he  arrived  at  the 
"assemble"  (Le  rassembler) .  These  first  lessons  were 
supplemented  by  a  few  movements  at  the  walk,  trot, 
and  gallop,  and  were  supposed  to  complete  the  training 
of  a  horse  in  two  months. 

As  for  the  high  school,  this  was  Baucher's  triumph. 
He  was  an  admirable  riding  master  and  could  make  his 
horses  execute  the  most  complicated  steps.  In  one  of 
his  works  he  mentions  16  new  riding-school  movements 
which  he  had  added  to  the  repertory  of  former  riding 
masters. 

Baucher  wrote  several  works  on  equitation.  The 
principal  ones  are  a  Dictionary  of  Equitation  and  a 
Method  of  Equitation  Based  on  New  Principles. 

D'Anre. — The  Count  d'Aure,  a  former  pupil  of  the  St. 
Cyr  school,  graduated  there  as  a  second  lieutenant  of 
infantry.  He  subsequently  went  into  the  guard  corps 
and  was  thus  enabled  to  enter  the  riding  school  at  Ver- 
sailles under  the  direction  of  the  Viscount  d'Abzac. 

In  1830  he  resigned,  but,  although  he  gave  up  the  pro- 
fession of  arms,  he  retained  his  fondness  for  equitation, 
and  his  brilliant  success  in  that  direction  led  to  his  being 
appointed  in  1847  to  the  post  of  head  riding  master  of  the 
school  at  Saumur. 

His  equitation  is  far  from  being  complicated  and 
studied;  it  is  instinctive,  bold,  and  brilliant.  The  Count 
d'Aure  was  an  improvisor  who,  at  the  first  glance,  laiew 
how  to  secure  good  results  from  the  most  difficult  horses. 
Like  all  true  horsemen,  he  rode  equally  well  in  the  riding 
hall  and  in  the  open;  and  while  he  encouraged  hunting 
and  racing,  he  could  excel  all  others  at  the  head  of  a 
riding-school  exhibition.  He  directed  his  efforts  particu- 
larly to  the  making  of  bold  and  energetic  horsemen  and 

53521°— 10 2 


18  EQUITATION    AND   HOUSE   TRAINING. 

always  preached  the  movement  to  the  front:  "Push, 
push  up  to  the  bit,"  was  the  excellent  precept  that  he 
continually  repeated  to  his  pupils. 

Count  d'Aure  ^vl'ote  two  works  on  equitation,  one  in 
1830  and  one  in  1853,  and  during  the  eight  years  from 
1847  to  1855  was  head  riding  master  of  the  cavalry 
school. 


n. 

HORSE  TRAINING. 

Definition  and  object  of  horse  training. — By  horse  train- 
ing is  meant  a  series  of  exercises  that  render  the  horse 
obedient,  while  preserving  and  developing  his  mherent 
qualities.  Its  object  is  not,  therefore,  to  simply  master 
and  control  the  instincts  of  the  animal;  it  must  also  sub- 
ject him  to  a  muscular  training  that,  by  suppling,  will 
strengthen  all  parts  of  the  body.  As  a  result  his  gaits 
will  be  perceptibly  developed  by  the  very  harmony  of 
his  movements  and  by  the  exact  distribution  of  his  weight 
produced  under  the  influence  of  the  aids. 

Circumstances  affecting  duration  of  training.— The 
length  and  value  of  the  service  that  a  horse  can  render 
depend  in  great  measure  upon  the  manner  in  which 
he  has  been  trained.  A  colt  should  be  called  upon  for 
only  such  exercise  or  work  as  is  reasonable,  considering 
his  age,  strength,  and  ability.  To  exact  anything  be- 
yond his  capabilities  is  to  set  up  resistance  and  to  inevi- 
tably bring  on  injuries  and  early  condemnation. 

The  breeding  of  a  horse  (thoroughbred  or  underbred), 
the  nature  of  his  feed,  and  the  amount  of  work  he  has 
been  equal  to  in  the  hands  of  his  breeder  are  considera- 
tions that  will  allow  us  to  fix  upon  the  date,  more  or  less 
distant,  when  he  should  be  fit  for  service.  Training 
when  once  begun  must  be  regulated  by  these  same  con- 
siderations. It  is  self-evident  that  a  horse  kept  on  grass 
until  he  is  4  years  old  needs  more  nursing  than  the 
pure-bred  horse  that  is  raised  almost  from  birth  on  oats. 

It  is  also  obvious  that  conditions  of  training  will  differ 
widely  according  to  the  skill  of  the  person  in  charge.     An 

19 


20  EQUITATION    AND    HORSE    TRAINING. 

expert  horseman  will  finish  the  work  more  satisfactorily 
and  more  quickly,  and  his  composure  and  experience  will 
enable  him  to  mount  without  trouble  a  younger  horse, 
because,  in  his  hands,  there  will  be  none  of  those  strug- 
gles that  produce  blemished  animals. 

Finally,  the  time  required  for  training  will  vary  accord- 
ing to  the  object  to  be  attained.  Many  long  months  are 
often  necessary  to  work  a  young  horse  up  to  high-school 
exercises,  whereas,  occasionally,  a  few  weeks  will  be 
sufficient  to  produce  a  horse  free  at  the  three  gaits  and 
galloping  with  either  lead. 

Three  periods  of  training. — The  training  of  a  young 
horse  may  be  divided  into  three  periods — preliminary 
work,  work  in  the  snaffle  bridle,  work  in  the  double 
bridle. 

(1)  Preliminary  work. — In  this  first  period  the  horse  is 
gentled.  He  is  taught  to  allow  himself  to  be  saddled  and 
mounted,  to  go  straight  ahead  at  the  walk  and  trot,  to 
turn  to  the  right  and  to  the  left. 

Work  on  the  longe  should  properly  be  taken  up  in  the 
preliminary  period. 

Under  certain  circumstances  and  with  certain  horses 
outside  work  may  be  begun. 

(2)  Worlc  in  the  snaffle  bridle. — The  horse  is  first 
brought  to  a  thorough  understanding  of  the  effects  of  the 
legs.  He  is  next  taught  to  obey  the  simple  effects  of  the 
snaffle. 

At  the  end  of  this  period  the  horse  should  understand 
work  at  the  three  gaits  on  the  three  lines;"  he  should 
know  how  to  take  the  gallop  with  either  lead,  and  how 
to  work  on  two  tracks'"  at  the  walk  and  at  the  trot. 

In  this  second  period  outside  work  will  have  been  con- 
tinued or  begun. 

oThe  straight  line,  the  diagonal,  and  the  circle. — Translator. 
bWTiere  the  fore  and  hind  feet  do  not  follow  the  same  track,  e.  g., 
in  passaging. — Translator. 


EQUITATION    AND    IIOKSE   TRAINING.  21 

(3)  Worlc  in  the  double  bridle,  which  may  be  subdivided 
into  two  parts: 

(a)  All  work  with  the  snaffle  is  repeated  with  the  double 
bridle.  Instruction  is  completed  as  regards  the  upper 
aids."  The  horse  is  confirmed  in  his  work  at  the  gallop 
and  finally  is  taught  the  change  of  lead.  Here  is  where 
ordinary  training  stops;  training  sufficient  for  the  horse 
of  the  trooper. 

(b)  Preparatory  period  for  high-school  work  in  which 
the  obedience  of  the  horse  is  further  developed  by  a 
s^^stem  of  exercises  that  increase  his  suppleness  and 
strength.  He  acquires  cadence  in  gaits  and  becomes 
light,  or,  more  precisely  speaking,  balanced. 

High-school  work  might  be  considered  as  a  fourth 
period ,  and  the  animal  would  then  be  taught  the  different 
manners  and  steps  of  which  this  school  is  composed, 
such  as  the  high  trot,  in  place  and  gaining  ground,  and 
the  change  of  lead  with  each  stride. 

"See  Question  XXVI. 


III. 

Preliminary  work — Exercise  by  leading. — When  young 
horses,  sent  from  remount  tlepots  or  by  purchasing 
boards,  arrive  at  the  station,  tlie  squadron  commander 
should  place  them  all  together  in  the  best  stable  of  the 
squadron,  turn  them  over  to  troopers  known  to  be  fond 
of  horses  and  make  sure  that  all  precautionary  and  hy- 
gienic measures  are  taken  to  gradually  accustom  them 
to  changed  conditions  and  to  handling  by  men. 

Young  horses  should  be  exercised  daily;  at  first  by 
men  on  foot  and  later  led  beside  kind  old  horees.  This 
exercise,  which  is  at  a  walk,  is  of  great  advantage  not 
only  to  strengthen  the  animals  but  to  quiet  them  by  mak- 
ing them  familiar  with  outside  objects.  The  only  draw- 
back is  that,  ordinarily,  the  mistake  is  made  of  invariably 
leading  the  horses  on  the  same  side.  They  eventually 
acquire  a  false  set  of  the  neck  which  could  be  easily 
avoided  by  holding  them  for  a  time  on  the  left  as  well  as 
on  the  right. 

Care  of  young  horses. — After  each  exercise,  the  legs  are 
rubbed  and  the  tendons  massaged.  Following  a  wash 
down  with  plenty  of  water,  the  application  of  flannel 
bandages  produces  highly  beneficial  results  to  the  fetlocks 
and  tendons;  the  bandages  retain  the  heat,  help  circula- 
tion, support  the  tendons,  prevent  windpufFs  and  swell- 
ings. Put  on  in  the  stable,  they  should  encircle  the  fetlock 
and  the  lower  half  of  the  cannon.  They  must  not  be  too 
tight;  the  fastening  tapes  in  particular  should  be  some- 
what loose.  It  is  useless  to  leave  flannel  bandages  on 
the  legs  all  the  time;  the  important  thing  is  to  put  them 

22 


EQUITATION    AND    HOUSE   TRAINING.  23 

on  after  exercise;  during  the  five  or  six  hours  following 
hard  work  they  are  especially  efficacious. 

In  addition  to  the  precautions  generally  adopted,  it  is 
well  to  see  that  the  blanket  strap  or  surcingle  is  fastened 
around  the  place  where  the  saddle  girth  belongs  and  not 
pushed  forward  to  the  horse's  elbows;  the  object  being  to 
prevent  the  formation  of  two  worn  places. 

Work  on  the  longe. — This  work  may  be  of  great  service 
in  horee  training,  provided,  however,  that  the  longe  is 
used  as  a  means  of  training  and  not  as  a  medium  for  fa-' 
tiguing  exercise. 

The  following  principles  must  dominate  in  this  work: 

(1)  The  horse  is  to  be  controlled  by  the  longe  and  not 
by  the  whip;  the  only  function  of  the  latter  is  to  move 
the  horse  forward. 

(2)  The  length  of  the  longe  is  to  be  frequently  changed. 
The  hoi-se  should  alternately  stretch  himself  on  a  large 
circle  and  bend  himself  on  a  small  circle. 

(3)  The  gaits  should  be  frequently  changed  and  the 
horse  brought  to  the  walk  from  tiiiie  to  time  in  order  to 
avoid  the  stiffness  of  gait  that  would  result  from  pro- 
longed work. 

The  progressive  method  of  handling  a  horse  on  the 
longe  is  given  in  the  regulations  (United  States  Cavalry, 
paragraph  350)  and  is  described  in  detail  in  several  works; 
there  is,  therefore,  no  necessity  of  repeating  details  here. 
It  will  be  sufficient  to  point  out  the  different  cases  in 
which  the  longe  can  be  used  to  advantage. 

Work  on  the  longe  can  be  used : 

(1)  To  exercise  young  horses  without  injury  and  with- 
out fatigue  to  the  joints. 

(2)  To  give  first  lessons  to  horees  difficult  to  manage. 

(3)  For  horees  that  hold  back  or  fight. 

(4)  For  horses  with  one  shoulder  more  developed  than 
the  other. 


24  EQUITATION    AND    HORSE   TRAINING. 

(5)  For  those  that  will  not  work  equally  well  on  either 
hand. 

(6)  For  horses  that  bend  themselves  with  difficulty. 

(7)  After  horses  have  acquired  the  habit  of  this  work, 
lessons  in  jumping  on  the  longe  can  be  given  later  with- 
out difficulty;  horses  should  not  be  put  at  the  jump  until 
they  are  thoroughly  manageable  with  the  cavesson  and 
longe. 


IV. 

Precautions  in  saddling. — In  order  to  accustom  young 
horses  to  their  equi])ment,  they  should  be  saddled  during 
the  period  when  they  are  exercised  by  leading.  The  sad- 
dle is  put  on  without  stirrups  or  stirrup  straps;  it  must 
not  be  placed  too  far  back,  and,  on  leaving  the  stable,  the 
girth  should  be  tightened  only  slightly.  The  girths  are 
readjusted  during  the  exercise. 

With  nervous  horses,  it  will  be  well  to  use  the  longe  to 
quiet  them  by  a  little  work  before  placing  the  saddle  on 
the  back. 

After  the  horses  have  become  accustomed  to  the  saddle 
and  the  girth,  the  stirrups  should  be  replaced  and  allowed 
to  hang  down  on  each  side  during  several  exercises.  In 
this  manner  the  horee  will  be  perfectly  prepared  for  the 
lesson  in  mounting  which  becomes  that  much  more  sim- 
ple; early  resistance  frequently  results  from  both  sad- 
dling and  mounting  a  horse  for  the  first  time  on  the  same 
day. 

Mounting  lesson. — At  first  the  trooper  should  get  into 
the  saddle  as  skillfully  as  possible  without  any  attempt  to 
mount  by  the  numbers,  and  especially  without  being  in 
any  way  exacting. 

The  lesson  should  be  given  after  the  horse  has  been 
worked  for  some  time  or  at  the  end  of  his  work.  An 
assistant  stands  facing  each  horse. 

The  trooper  approaches  the  horse's  head,  caresses  him 
on  the  forehead,  on  the  eyes,  the  neck,  and  the  haunches. 
He  slaps  the  saddle,  pulls  the  stirrups  out  and  lets  them 
drop  back;  he  then  grasps  the  reins,  leaving  them  very 
long.  He  mounts  the  horse  without  hurry,  but  also  with- 
out hesitation. 

25 


26  EQUITATION    AXD    HOKSE    TRAINING. 

If,  during  the  lesson,  the  horse  backs  or  moves  away, 
the  trooper  returns  to  the  animal's  head,  leads  him  up  a 
step  or  two  with  the  snaffle  reins,  and  gently  begins  the 
lesson  anew. 

After  seating  himself  in  the  saddle,  the  trooper  should 
use  his  right  hand  to  assist  in  engaging  the  off  stirrup. 
By  feeling  for  the  stirrup  with  the  toe  there  is  danger  of 
frightening  the  horse  by  touching  him  unintentionally 
with  the  leg  or  stirrup. 

Restless  animals. — ^The  assistants  should  stand  squarel}' 
in  front  of  the  horses  and  not  on  the  off  side.  Their  busi- 
ness is  to  simply  caress  the  animal's  head  without  holding 
the  reins. 

With  horses  that  are  hard  to  mount,  the  cavesson 
should  be  used,  the  longe  held  by  an  experienced  and 
skillful  man. 

Mounting  lessons  should  be  given  on  the  off  side  as 
well  as  on  the  near  side  and  should  be  repeated  daily  until 
the  horee  stands  absolutely  quiet.  The  (individual)  les- 
son, however,  should  not  be  prolonged,  for  the  horse  will 
have  greater  tendency  to  become  restless  the  more  he  is 
held  in  one  place. 


V. 

Arrangement  of  the  squad  for  the  first  lesson  (in 
mounted  work). — If  a  riding  hall  is  available,  horses 
should  be  worked  from  the  beginning  without  regard  to 
distances.  The  troopers  are  more  at  ease  when  they 
need  not  concern  themselves  about  distances — often  hard 
to  keep  with  horses  of  very  uneven  gaits.  Moreover,  it 
is  a  bad  plan  to  always  group  young  horses,  as  they  thus 
acquire  the  habit  of  "sticking  in  ranks."  If,  from  the 
start,  it  is  necessary  to  work  on  the  road,  a  couple  of 
perfectly  sure  old  horses  must  be  placed  at  the  head  of 
the  3^oung  ones  in  order  to  set  them  an  example  in  c[uiet 
behavior  and  free  movement. 

Necessity  of  using  the  trot  at  the  beginning  of  a  les- 
son.— There  are  several  advantages  in  using  the  trot  to 
begin  work: 

(1)  It  starts  the  horses  going  straight  ahead  and 
brings  them  in  hand;  busy  at  the  trot,  they  have  less  idea 
of  resisting. 

(2)  It  expends  the  surplus  vigor  (takes  the  edge  off) 
of  young  horses,  and  the;/  become  more  quiet  and  atten- 
tive. 

(3)  This  gait  must  be  considered  as  the  best  of  sup- 
plying exercises.  In  his  book  on  equitation,  La  Gueri- 
niere  has  a  chapter  entitled  "The  necessity  of  the  trot  and 
the  utility  of  the  walk."     In  this  chapter  he  says: 

By  the  trot,  the  most  natural  of  the  gaits,  a  horse  is  made  light  on 
the  hand  without  spoiling  his  mouth,  and  his  lege  are  stretched  without 
straining  them,  because  in  this  action,  which  is  the  highest  of  all 
natural  gaits,  the  weight  of  the  horse  is  borne  equally  by  two  legs, 
one  front  and  one  hind;  as  a  result  the  two  others  are  easily  raised, 
sustained  in  the  air,  and  stretched  to  the  front,  thus  giving  a  first  stage 

27 


28  EQUITATION    AND    HOJRSE   TRAINING. 

of  suppling  to  all  parte  of  the  body.  The  trot,  therefore,  without 
controversy,  is  the  foundation  of  all  lessons  to  make  a  horse  obedient 
and  clever. 

Resistance  of  young  horses. — The  instructor  must  forbid 
any  punishment  in  the  first  lessons,  because  it  often 
happens  that  when  a  horse  frets  it  is  only  on  account  of 
timidity  or  of  high  spirits  or  of  ignorance. 

To  prevent  struggles,  it  is  well  to  have  available  during 
the  first  lesson  several  dismounted  men,  ready  to  take 
by  the  head  the  most  unruly  horses,  as  well  as  those 
whose  riders  are  in  trouble. 


VI. 

Importance  of  the  straight  ahead  movement. — Above 
everything  else  the  horse  must  go  freeh^  straight  ahead. 
The  lesson  with  this  object  in  view  must  be  the  first  of  all 
lessons;  from  the  beginning  of  horse  training  the  horse 
must  be  accustomed  to  yield  to  the  action  of  both  legs. 
This  is  essentially  a  sign  of  docility;  the  full  or  the  limited 
obedience  of  the  horse  shown  in  this  first  test  will  be  an 
indication  of  a  brief  or  a  protracted  period  of  training. 

To  accustom  the  horse  to  go  straight  ahead  under  the 
action  of  the  legs. — The  leg  lesson  is  admittedly  the 
most  important  lesson,  and  there  is  good  reason  to  return 
to  it  during  the  whole  period  of  training.  For  the  first 
occasion  observe  the  following  rules : 

Never  keep  the  lower  leg  glued  to  the  horse's  flank,  but 
use  repeated  taps  with  the  calves. 

Tap  the  horse  near  the  girth  and  do  not  reach  too  far 
back. 

Begin  by  giving  the  lesson  when  passing  from  the  walk 
to  the  trot,  next  when  lengthening  the  trot,  and  finally 
when  passing  from  the  halt  to  the  trot. 

Anticipate  and  assist  the  action  of  the  legs  by  clucking 
with  the  tongue  or  by  the  use  of  light  taps  with  the  whip. 

These  rules  are  especially  applicable  to  riding-hall  les- 
sons, for  in  outside  work  on  a  road  young  horses  have  a 
natural  tendency  to  go  straight  ahead,  following  the  old 
horses  at  the  head  of  the  squad. 

Lightness — When  to  be  exacted. — A  horse  is  light  when 
he  obeys  easily  and  promptly  the  indications  of  the  rider. 
This  is  not  a  question  merely  of  flexibility  of  jaw  and  sup- 
pleness of  neck,  but  rather  of  balance,  and  in  our  opinion 

29 


30  EQUITATION   AND    HORSE   TRAINING. 

the  degree  of  lightness  corresponds  to  the  more  or  less 
finished  balance. 

Therefore  in  the  first  lesson  there  should  be  no  anxiety 
about  lightness,  for,  as  we  have  just  remarked,  it  will  be  a 
natural  result  of  training.  If  a  horse  is  not  easily  con- 
trolled by  the  legs,  is  not  well  suppled  in  the  shoulders, 
and  does  not  know  how  to  properly  employ  his  haunches 
he  can  not  be  reallj^  light. 

Not  until  later  can  perfect  balance  (or  lightness,  if  you 
please)  be  obtained  and  then  only  by  coordinating  the 
different  results  of  training. 

The  principle  of  constant  tension  on  the  reins. — Although 
the  instructor  during  the  first  weeks  of  training  need  not 
concern  himself  with  the  lightness  of  the  horse,  he  must 
urge  the  troopers  to  keep  a  constant  light  tension  (feel)  on 
the  reins.  At  first  the  trooper  must  do  the  work — that  is, 
must  tighten  the  reins — but  later  the  horse  itself,  having 
become  accustomed  to  the  pressure  of  the  bit  and  having 
always  present  the  idea  of  going  straight  ahead,  will,  of  its 
own  accord,  keep  the  reins  taut. 

It  is  important  to  distinguish  between  pulling  on  the 
reins  and  the  principle  of  keeping  a  constant  tension  on  the 
reins.  A  hand  too  rigidly  fixed,  with  fingers  too  firmly 
clasped,  will  oppose  the  free  play  of  the  neck  and  will  be 
contrary  to  the  principle  just  stated.  Therefore  in  the 
leg  lesson,  when  forcing  the  horse  straight  ahead,  the 
hand  must  not  oppose  the  stretching  of  the  neck;  on  the 
contrar}' ,  the  fingers  should  be  slightly  opened  up  so  that 
nothing  can  clash  with  the  animal's  intention  to  obey  the 
aids. 


VII. 

The  halt — How  to  halt  a  young  horse. — To  halt,  lean 
back  slightly  and  pull  on  the  reins  with  gradually  increas- 
ing force,  in  order  to  slow  and  then  stop  movement. 

When  the  trooper  pulls  on  the  reins  the  horse  should 
neither  raise  nor  lower  the  head.  The  muzzle  should 
remain  to  the  front  and  the  whole  mass  of  the  neck  should 
flow  back  toward  the  withers.  In  other  words,  under  the 
action  of  the  reins  the  horse  should  neither  throw  his  nose 
up  in  the  air  nor  bring  it  down  against  his  chest,  closing 
up  on  the  hand.  This  latter  fault  is  particularly  to  be 
avoided.  It  is  more  difficult  to  raise  the  muzzle  than  to 
lower  it,  and  any  horse  that  at  the  beginning  of  training 
withdraws  from  neck  control  becomes  especially  difficult 
to  instruct. 

Should  halts  be  frequent? — The  halt  should  not  be  fre- 
quentl}''  practiced  on  horses  inclined  to  fret  nor  on  those 
with  nind  legs  set  under  and  thus  liable  to  sit  down  on  the 
haunches.  On  the  contrary,  it  should  be  often  used  in 
cases  where  the  conformation  throws  too  much  weight  on 
the  shoulders.  Training  is  nothing  more  than  the  quest 
of  balance,  and  the  halt  will  be  a  well-chosen  suppling  exer- 
cise for  a  horse  with  a  high,  powerful  croup  that  makes 
him  difficult  to  slow  up. 

The  change  of  direction — Aids  to  use. — To  change  direc- 
tion to  the  right,  open  gently  the  right  rein  by  carrying 
the  wrist  to  the  front  and  right,  without  moving  the 
elbow  and  without  twisting  the  hand. 

The  effect  of  opening  must  be  produced  laterally  and  as 
little  as  possible  from  front  to  rear.  It  induces  a  move- 
ment of  the  haunches  and  furnishes,  therefore,  a  prelimi- 

31 


32  EQUITATION    AND    HORSE    TRAINING. 

nary  means  of  accustoming  the  horse  to  yield  to  the  pres- 
sure of  one  leg. 

To  change  direction  to  the  right,  then,  the  aids  to  be 
used  are  the  right  rein  and  the  right  leg.** 

In  the  first  lesson  the  turning  movement  will  not  be 
executed  with  precision,  but  this  is  of  small  importance. 

It  is  not  a  question  of  bending  the  horse  on  a  quarter 
circle  as  should  be  done  with  a  trained  horse;  all  that  is 
necessary  is  to  make  the  horse  understand  what  action 
results  from  the  opening  of  one  rein  and  the  closing  of 
one  leg. 

o  When  the  leg  and  rein  on  the  same  side  are  used  as  aids,  they  are 
called  lateral  aids;  thus,  also,  lateral  effects  and  lateral  equitation. — 
The  Board. 


VIII. 

Outdoor  work. — Conditioning  is  not  a  chapter  apart 
in  the  education  of  tlie  young  horse;  conditioning  and 
training  run  together  and  the  horse  acquires  at  the  same 
time  habits  of  work  and  of  obedience.  It  would  be  a 
mistake  to  think  that  the  conditioning  of  a  horse  requires 
the  jockey  seat  on  a  sanded  track.  Riding-hall  work  and 
outdoor  exercise  are  generally  sufficient. 

When  to  begin. — Outside  work  should  be  begun  as 
early  as  possible.  It  is  an  advantage  to  take  the  horses 
out  as  soon  as  they  know  how  to  go  straight  ahead  and  to 
turn  to  the  right  and  left.  Outdoor  rides,  intelligently 
conducted,  "put  horses  into  the  bridle" °'  and  improve  the 
carriage. 

Moreover,  this  is  a  good  way  to  quiet  the  animals  as 
troopers  are  less  exacting  on  the  road  than  on  the  riding- 
hall  track. 

Combination  of  riding  hall  and  outside  work. — This 
outside  work  must  be  combined  with  the  lessons  in  the 
hall.  There  is  no  necessity  of  feeling  compelled  to  follow 
blindly  a  set  schedule  such  as  to  work  on  the  road  for  six 
weeks  and  then  stay  inside  for  several  months.  On  the 
contrary,  it  is  of  distinct  advantage  to  alternate  the  two 
and  to  have  at  least  two  outdoor  rides  each  week.  How- 
ever, the  officer  in  charge  of  training  must  base  his  de- 

oTo  put  a  young  horse  into  his  bridle  is  to  make  him  take  hold  of  his 
bit  and  bear  on  it  properly  whenever  he  moves  forward  under  the 
impulse  of  both  legs.  He  thus,  as  previously  stated,  produces  a  proper 
tension  on  the  reins.  If  a  horse  fails  to  bear  on  the  bit  and  to  tighten 
the  reins  when  the  legs  urge  him  forward  he  is  said  to  be  "behind  the 
bit."— The  Board. 

53521°— 10 3  33 


34  EQUITATION    AND    HORSE   TRAINING. 

cisioii  as  to  schedule  upon  the  deportment,  conformation, 
and  general  condition  of  his  horses.  Horses  in  poor  con- 
dition, those  that  fret  and  that  throw  too  much  weight 
upon  the  hind  quarters  should  be  taken  out  frequently. 
Clumsy  horses  and  those  that  throw  the  weight  on  the 
forehand  should  receive  most  of  their  work  in  the  hall. 

Choice  of  ground. — If  possible,  soft  ground  should  be 
selected.  On  hard  ground  the  fetlock  joints  become 
fatigued  and  the  lower  legs  are  liable  to  injury;  the  horse 
develops  windpufTs  and  splints.  But  it  would  be  wrong 
to  work  over  heavy  ground;  the  hocks  would  suffer  and 
eventually  spavins  would  appear. 

When  training  has  been  completed,  good  results  may 
be  obtained  by  riding  a  horse  with  loose  reins  over  bad 
roads.  This  forces  the  horse  to  take  the  initiative  and  as 
he  is  allowed  complete  freedom  of  the  head,  he  easily  gets 
out  of  difficulties  even  on  very  bad  ground. 

Gaits. — In  outdoor  rides  there  should  be  alternation 
of  the  walk  and  trot,  gradually  increasing  at  each  outing 
the  amount  of  time  devoted  to  the  trot.  Toward  the  end 
of  the  period  of  training  the  distances  at  a  trot  should  be 
lengthened;  but  there  should  always  be  intervals  of  at 
least  ten  minutes  at  a  walk  to  allow  the  horse  to  resume 
his  normal  breathing. 

The  gallop  should  not  be  used  in  outdoor  work  except 
upon  very  good  ground.  If  you  have  available  only  bad 
or  fair  footing,  do  not  gallop.  By  rigidly  enforcing  a 
schedule,  regardless  of  conditions,  the  result  will  inevit- 
ably be  injury  to  the  animals.  In  any  case,  galloping 
should  not  begin  outside  until  the  rider  is  sure  of  his  ability 
to  make  his  horse  lead  off  freely  with  either  foot.  He 
can  then  work  his  mount  equally  on  both  sides  and  can 
avoid  those  struggles  that  })ut  a  horee  in  the  air  during 
the  whole  ride. 

Sweats. — A  horse  should  not  be  sweated  at  the  begin- 
ning of  training,  at  least  not  until  his  disposition  has  been 


EQUITATION    AND    IIO«SE   TKAINING.  35 

studied.  As  a  rule  any  excess  of  fat  disappears  with 
ordinary  work. 

When  givinj^  a  sweat,  a  suitable  day  and  hour  should 
be  selected;  the  horse  should  be  well  covered,  wraj^ping 
especially  the  parts  where  there  is  most  fat;  work  the 
horse  a  little  at  a  walk  and  then  gallop  him  steadily  until 
he  is  in  profuse  perspiration;  do  not  hurry  about  scraping, 
but  let  the  sweat  have  plenty  of  time  to  exude;  uncover 
the  horse  little  by  little  and  scrape  slowly,  bearing  well  on 
the  edge  of  the  scraper  to  force  out  the  sweat;  reblanket 
the  horse  and  lead  him  around  at  a  walk  for  a  few  minutes; 
uncover  and  scrape  again;  finally  walk  the  horse  until  he 
is  perfectly  dry  before  returning  him  to  the  stable. 

There  should  always  be  an  interval  of  about  five  days 
between  sweats  and  ordinarily  three  or  four  will  be  suffi- 
cient. Be  careful  that  the  horse  does  not  drink  to  excess 
at  the  next  watering. 

The  first  sweat  is  hard  to  bring;  the  third  and  fourth 
time  it  comes,  more  easily. 

Purges. — In  addition  to  sweating,  it  is  sometimes  of 
advantage  to  administer  purgatives  to  reduce  the  intes- 
tines of  horses  with  too  much  belly. 

Before  purging,  a  horse  should  be  put  on  diet  and 
mashes  for  forty-eight  hours.  Either  aloes  or  sulphate 
of  soda  may  be  used  as  a  purgative.  Aloes  acts  directly 
upon  the  large  intestines  and  for  this  reason  it  is  used  by 
preference  for  taking  off  belly.  It  is  administered  as  a 
ball  in  doses  of  30  to  50  grams  (7f  to  12|  drams)." 

Suli)hate  of  soda  (Glauber  or  horse  salts)  is  given  dis- 
solved in  the  drinking  water  and  has  the  great  advantage 

o  In  our  service  a  ball  is  usually  made  of  aloes,  6  to  8  drams — with 
ginger,  1  dram;  or  the  issue  "purgative  capsule"  is  used.  Glauber 
salts  is  an  excellent  laxative  but  is  not  on  our  supply  table.  The  use 
of  physics  to  reduce  fat  has  been  abandoned  in  this  country  on  account 
of  the  accompanyingweakening  effects,  but  dieting  is  always  enforced.— 
The  Board. 


36  EQUITATION    AND    IIOKSE    TRAINING. 

of  never  irritating  the  intestines.  It  must  be  given  in 
large  doses,  300  grams  at  least  (0^  ounces). 

Condition  of  tlie  legs. — Overexertion  of  the  legs  mani- 
fests itself  in  splints,  wind  puffs,  spavins,  and  in  the  swell- 
ing and  stiffening  of  the  fetlock  joints. 

In  case  of  swelling  of  tlie  fetlocks  and  wind  puffs,  avoid 
work  on  hard  ground,  and  cut  down  the  work;  use 
douches  and  hand  rubbing  and  apply  flannel  bandages. 

For  splints,  use  red  ointment  (mercuric  ointment — a 
blister)  as  soon  as  the  injury  appears. 

For  bog  spavins  stop  work  in  the  hall  and  all  collected 
work  at  the  gallop;  exercise  quietly  on  the  road  and  use 
douches. 

Appetite  and  condition  of  the  horse. — A  young  horse 
must  be  given  substantial  nourishment  in  order  to  readily 
resist  the  first  fatigues  of  training  and  also  because  he  is 
still  growing  at  the  age  when  his  education  is  undertaken. 
More  or  less  hay,  according  to  the  animal's  condition,  and 
always  plenty  of  oats.  From  time  to  time,  every  eight  or 
ten  days,  a  handful  of  sulphate  of  soda  can  be  given  in 
the  drinking  water  or  in  a  mash  to  counteract  the  heating 
effect  produced  by  oats. 

If  horses  are  too  fat,  cut  down  the  hay  and  also  the 
water.  If  the  horses  are  in  poor  condition,  give  linseed 
mashes  and  put  dry  bran  in  the  oats;  try  beans  and  car- 
rots; in  a  word — variety.  Frequently  a  horse  refuses  to 
eat  because  he  has  been  put  on  full  oats  too  suddenly;  in 
this  case,  cut  down  the  ration  or  even  place  the  animal  on 
diet  for  a  time. 

Eesults. — In  conclusion,  if  outdoor  work  has  been 
alternated  with  riding-hall  work  in  proper  ratio,  the  young 
horse,  at  the  end  of  training,  has  lost  any  surplus  fat;  has 
acquired  muscle;  his  joints  and  tendons  have  been 
strengthened  and  his  wind  developed.  In  short,  after  a 
length  of  time  which  varies  with  age,  breeding,  and  dispo- 
sition, the  horse  is  in  condition  to  undergo  without  injury 
the  hardships  of  the  service  for  which  he  is  destined. 


IX. 

Second  leg  lesson  or  first  suppling  of  the  haunches. — 
We  have  already  given  the  horse  the  first  leg  lesson — the 
lesson  in  moving  straight  to  the  front — by  drilling  him  to 
yield  to  the  action  of  the  legs.  We  will  now  teach  him 
to  yield  to  the  effect  of  one  leg,  carrying  the  haunches  to 
the  right  or  left;  this  second  lesson,  which  necessitates 
the  crossing  of  the  hind  legs  and  gives  mobility  to  the 
hind  quarters,  is  a  most  useful  suppling  for  the  horse. 

The  best  way  to  give  a  horse  this  second  lesson  is  to 
use  half  turns  on  the  forehand  in  reverse;  half  turns  on 
the  forehand  are  nothing  more  nor  less  than  abouts  on  the 
forehand  made  while  marching.'^  For  example,  marching 
on  the  right  hand,  leave  the  track  on  a  diagonal  (oblique) 
and  return  to  it  by  a  half  turn  to  the  left  ^  exacted  by  a 

a  In  the  expressions  " demi- voltes  ren verses"  and  "demi- tours  sur  lea 
^paules  faits  en  marchant,"  an  apparent  inconsistency  is  encountered. 
The  "demi- tour  sur  les  epaules"  is  the  "about  on  the  forehand"  of  our 
drill  regulations.  If,  however,  instead  of  being  held  stationary,  the 
forehand  is  allowed  to  gain  ground  (en  marchant),  we  will  have  the 
movement  contemplated  in  the  lesson,  but  it  will  necessarily  be  on  two 
tracks,  the  semicircle  made  by  the  hind  feet  having  a  greater  radius 
than  that  made  by  the  fore  feet.  Now,  the  "volte"  is  nothing  more 
than  our  individual  "circle,"  and  is  a  one-track  movement.  For 
clearness,  then,  it  is  evident  that  a  word  is  needed  to  accurately  describe 
this  "about  made  while  marching,"  and  the  board  has  decided  to  use 
the  expression  "half-turn."  The  "turn"  of  the  riding  hall  will  be  a 
movement  of  360°  and  it  may  be  urged  that  the  command  will  clash  with 
the  90°  turn  of  the  drill  regulations;  but,  as  one  is  for  an  exercise  by  the 
individual  trooper  and  the  other  is  for  a  change  of  front  by  a  body  of 
men  in  line,  it  is  thought  that  no  confusion  will  result. — The  Board. 

&  The  commands  for  this  exercise  are:  (1)  Right  oblique,  (2)  March, 
and  (1)  On  forehand,  (2)  Half  turn  in  reverse,  (3)  March. 

" Half  turn  in  reverse"  could,  in   this  case,  be  expressed  "Left  half 

turn,"  but  "in  reverse"  (renverse)  has  particular  significance  and  the 

terms  should  be  retained  on  that  account. 

37 


38  EQUITATION    AND    HORSE   TRAINING. 

very  pronounced  action  of  the  left  leg  and  left  rein.  This 
strongly  marked  lateral  effect  carries  the  horse's  haunches 
to  the  right;  that  is  to  say,  the  horse  ivhile  still  gaining 
ground  yields  to  the  effect  of  the  left  leg  (and  left  rein) 
and  thus  describes  a  half  turn.  The  same  movement  is 
executed  while  marching  on  the  left  hand  and  the  horse 
eventually  swings  the  haunches  easily  about  the  forehand, 
without  halting,  without  striking  the  fetlocks,  and  without 
dancing.  (Without  either  increase  or  decrease  of  ca- 
dence.)— The  Board. 

We  have  specified  half  turns  reversed,  but  abouts,  full 
turns,  and  later,  serpentines  can  also  be  used. 

About  on  the  forehand. — The  second  lesson  may  also  be 
given  by  means  of  the  abouts  on  the  forehand;  but  it 
would  be  wise  not  to  insist  upon  this  movement  and  to 
use  it  only  when  absolutely  necessary. 

The  great  drawback  to  abouts  on  the  forehand  is  the 
frequent  halting  of  a  young  horse  and  the  holding  of  him 
in  place  by  the  action  of  the  legs.  This  lesson  used  re- 
peatedly at  the  beginning  of  training  will  eventually 
check  any  movement  straight  to  the  front  that  has  been 
already  obtained. 

Major  Dutilh,  although  he  explains  in  detail  the  system 
of  abouts  on  the  forehand,  himself  points  out  the  danger 
of  using  them,  for,  following  his  explanation,  he  says: 

Caution  riders  that  abouts  on  the  forehand  have  the  disadvantage 
of  rendering  horses  unresponsive  to  the  action  of  the  legs.     In  order  to 

It  must  be  remembered  that  at  this  stage  of  his  instruction  the  colt 
has  learned  little  and  would  be  unable  to  execute  a  left  half  turn  in  the 
open.  In  the  hall,  however,  he  understands  the  opening  of  the  right 
rein  that  guides  him  off  the  track,  to  which  he  has  grown  accustomed, 
into  the  right  oblique,  and  he  understands  the  opening  of  the  reverse 
rein  to  guide  him  back.  The  prompt  and  forceful  use  of  the  left  leg 
then  swings  his  haunches  about  and  instead  of  being  confused  he  moves 
out  willingly  in  the  opposite  direction,  because  he  is  again  on  his 
familiar  track  next  to  the  wall. — The  Board. 

Obliquing  to  the  right,  if  the  command  be  simply:  (1)  On  forehand, 
(2)  Half  turn,  (3)  March,  the  movement  is  continued  to  the  right  in 
the  turn. 


,       EQUITATION    AND    HORSE    TRAINING.  39 

counteract  (his  tendency,  which  promptbi  leads  up  to  resistance,  it  is 
urged  that  the  horae  be  pushed  straight  ahead  at  a  trot  after  each  one  of 
these  pivo tings. 

In  spite  of  these  drawbacks,  the  abouts  on  the  forehand 
can  be  employed  advantageously  in  certain  cases.  In 
fact,  they  should  be  used  with  horses  that  are  too  hot- 
headed, with  those  that  bulge  on  the  hand,  and  with  those 
that  are  slow  to  learn.     *     *     * 

(The  different  series  of  exercises  in  the  Dutilh  method 
of  executing  the  abouts  on  the  forehand  are  omitted  as  a 
refinement  for  which  there  is  rarely  sufficient  time. — 
The  Board.) 

Suppling-  of  the  haunches  continued. — If  the  preceding 
lessons  have  produced  mobility  of  the  croup  by  lateral 
effects,  and  if  the  horse  yields  readily  to  the  action  of  the 
leg  and  rein  on  the  same  side  while  marching  on  an  arc,  it 
is  time  to  exact  the  same  obedience  while  marching  on  a 
straight  line  or  following  the  track,  that  is  to  say,  to  start 
the  horse  on  the  movement  called  "haunches  in."  This 
movement,  whi(;h  continues  the  suppling  of  the  croup, 
has  the  further  advantage  of  confirming  obedience  to 
the  legs. 

Haunches  in. — Marching  on  the  right  hand,  indicate 
opposition  with  the  left  rein  and  close,  at  the  same  time, 
the  left  leg.  If  the  horse  yields  and  swings  the  croup 
inside  of  the  track  by  even  one  step,  while  still  gaining 
ground  to  the  front,  straighten  him  again  at  once  with 
the  right  rein  and  leg;  repeat  this  swinging  of  the 
haunches  several  times,  but  in  the  first  lessons,  do  not 
insist.     Gradually  lengthen  the  time  before  straightening. 

Hs  *  *  *  sH 

Haunches  in,  is  a  suppling  exercise  for  the  hind  quar- 
ters; its  object  is  to  make  the  spinal  column  pliable  and 
to  accustom  the  hind  legs  to  stepping  across  each  other. 
It  also  makes  the  haunches  quick  to  obey  and  constitutes 
an  excellent  preparation  for  two-track  work  and  for  the 
gallop  lead. 


40  EQUITATION    AND    HOKSE   TRAINING. 

Difference  between  haunches  in  and  two-track  work. — 
The  movement  of  swinging  the  haunches  in  must  not  be 
confused  with  two-track  work.  The  latter  is  a  regular 
movement  to  be  taken  up  after  the  completion  of  the 
suppling  of  the  forehand  as  well  as  that  of  the  haunches; 
in  tliis  movement  the  horse,  placed  or  held  correctly  in  a 
position  from  head  to  croup,  is  oblique  to  his  path  rather 
than  curved  to  it.  The  former,  on  the  contrary,  is  merely 
an  exercise  with  the  object  of  making  the  haunches  supple 
and  easily  controlled. 

Dismounted  work. — Before  beginning  mounted  work 
on  the  haunches,  it  is  sometimes  useful  to  pave  the  way 
by  dismounted  work  with  the  whip;  such  work  may  be 
advantageously  combined  with  longeing.  Work  with  the 
whip  is  directed  especially  at  the  hind  quarters  and  should 
not  be  confused  with  the  dismounted  bending  lessons 
which  we  will  take  up  later  in  curb-bridle  work. 

There  are  two  principal  movements: 

(1)  To  move  the  horse  to  the  front  with  the  whip. — The 
horse  being  on  the  track  and  on  the  left  hand,  seize  the 
reins  about  6  inches  from  the  bit  with  the  left  hand,  pull 
them  forward  and  at  the  same  time  strike  light  taps  with 
the  whip  behind  the  girth  wdiere  the  leg  is  usually  applied. 

If  the  horse  moves  forward,  let  him  walk  a  few  steps, 
make  much  of  him,  and  then  halt  him. 

If  he  stands  still,  gradually  increase  the  force  of  the 
whip  taps  until  he  moves. 

If  the  horse  backs  away,  hold  him  tight  with  the  hand 
on  the  reins  and  continue  the  use  of  the  whip  behind  the 
girth  until  he  moves  forward;  then  caress  him  and  halt 
him. 

(2)  To  swing  the  haunches. — The  trooper  standing  on 
the  left  of  the  horse  seizes  the  reins  with  the  left  hand 
and  applies  light  taps  with  the  whip  behind  the  girth 
until  the  horse  moves  the  haunches  from  left  to  right. 


EQUITATION    AND    HOUSE   TRAINING.  41 

The  left  hand  prevents  the  horse  from  getting  away 
to  the  front  and  by  opposing  the  forehand  to  the  haunches, 
assists  the  action  of  the  whip  in  moving  the  hind  quarters. 

In  this  movement  the  forehand  should  move  and  the 
fore  legs  should  cross,  but  on  an  arc  of  very  small  radius. 

Dismounted  work  should  be  considered  as  of  only  sec- 
ondary importance.  It  will  be  of  great  benefit  with 
some  horses  and  practically  useless  with  others.  In 
any  case,  dismounted  lessons  should  always  be  very 
brief. 


X. 

Suppling  the  forehand. — The  hind  quarters  having 
been  drilled  by  the  foregoing  work,  we  must  promptly 
train  the  forehand  in  order  that  both  ends  of  the  horse 
shall  be  in  harmony  as  regards  mobility  and  suppleness. 

Shoulder  in. — "Shoulder  in"  is  the  starting  point  in 
forehand  suppling;  this  exercise  furnishes  the  means  of 
bending  the  forehand  and  spinal  column  and  of  training 
the  forelegs  to  cross  each  other  easily.  La  Gueriniere 
says: 

This  lesson  produces  so  many  good  results  at  once,  that  I  consider 
it  the  first  and  the  last  to  be  given  to  the  horse. 

* 'Shoulder  in"  is  obtained  in  the  following  manner: 

Marching  on  the  right  hand,  open  the  right  rein  as  in 
changing  direction  to  the  right,  and  press  the  left  rein 
upon  the  neck.  Close  the  right  leg  to  push  the  mass 
fi'om  right  to  left  and  slip  the  left  leg  behind  the  girth 
to  restrict  as  much  as  possible  the  swinging  of  the 
haunches. 

The  support  of  the  left  rein  is  indispensable  in  order  to 
keep  the  proper  balance  of  the  shoulders — that  is,  to  pre- 
vent the  weight  of  the  right  shoulder  from  plunging 
heavily  upon  the  left  shoulder. 

The  horse's  head  must  be  firmly  held  between  the  two 
reins,  otherwise  the  exercise  would  become  a  lateral 
flexion  of  the  neck  and  would  do  more  harm  than  good. 

The  bending  of  the  horse's  body  should  not  be  over- 
strained. For  example,  it  is  perfect  if,  on  the  right  hand, 
the  left  front  foot  and  the  right  hind  foot  make  tracks 
on  a  line  obviously  parallel  to  the  wall  of  the  riding  hall. 

42 


EQUITATION  AND   HOKSE   TRAINING.  43 

The  difference  between  shoulder  in  and  two-track 
work  is  analogous  to  that  between  haunches  in  and  two- 
track  work.  In  the.  movement  of  shoulder  in,  if  the 
trooper  eases  the  hands  slightly,  the  horse,  being  bent 
and  not  obliqued,  will  quit  the  track  and  start  to  make 
a  circle.  If,  in  haunches  out  on  two  tracks,  the  trooper 
eases  the  hands,  the  horse,  being  traversed  and  not  bent, 
quits  the  track  and  moves  off  at  an  oblique. 

About  on  the  haunches. — The  about  on  the  haunches 
consists  in  causing  the  forehand  to  describe  a  half  circle 
around  the  haunches.  It  is  a  difficult  movement  and, 
customary  methods  of  instruction  to  the  contrary  not- 
withstanding, should  not  be  taken  up  until  after  the 
completion  of  the  exercises  of  haunches  in  and  shoulder  in. 

The  first  part  of  the  movement  is  easy  enough,  but 
the  last  part  is  difficult.  Take  for  instance  the  right 
about.  Begin  the  movement  like  a  change  of  direction 
to  the  right,  holding  the  haunches  firmly  with  the  left 
leg.  In  the  remainder  of  the  exercise  the  controlling 
aids  are  the  left  rein  and  the  left  leg.  The  left  rein  has 
first  a  bearing  effect  that,  assisted  by  the  right  rein, 
swings  the  forehand  on  its  path;  thereafter,  it  has  an 
effect  of  diagonal  traction,  pulling  the  mass  back  upon 
the  right  hock  and  thus  holding  the  haunches  stationary. 

The  about  on  the  haunches  is  executed  on  the  inside 
hind  leg,  the  outside  hind  leg  gaining  ground  around  it. 

Lateral  effect  and  diagonal  effect. — The  movements 
that  have  been  already  executed  with  the  rein  and  the 
leg  on  the  same  side  suffice  to  show  the  difference 
between  the  lateral  eff'ect  and  the  diagonal  effect. 

It  is  easy  to  see  that  the  former  is  the  means  and  that 
the  latter  is  the  end  in  view.  With  3^oung  horses  the 
-right  rein  comes  to  the  assistance  of  the  right  leg — 
lateral  effect.  With  trained  horses  the  rein  places  or 
controls  the  forehand  while  the  leg  controls  the  haunches — 
diagonal  effect. 


XI. 

Two  track  work. — Two  track  work  consists  in  making 
the  fore  legs  cross  each  other  and  the  hind  legs  cross  each 
other,  gaining  ground  to  the  front  or  without  gaining 
ground  to  the  front;  the  horse  is  set  (placed)  to  the 
flank  toward  which  he  is  marching. 

(1)  On  the  tracJc—Haunches  in. — Wlien  both  the  fore- 
hand and  the  hamiches  have  been  sufficiently  suppled, 
the  movement  of  '^Haunches  in"  should  be  changed  into 
"Haunclies  in  on  two  tracks. "°'  That  is  to  say,  that  as 
the  horse  gradually  becomes  more  obedient  to  the  leg, 
the  lateral  effect  should  gradually  make  way  for  the 
diagonal  effect.  In  other  words,  when  the  horse  yields 
readily  to  the  left  leg,  for  instance,  it  is  useless  to  con- 
tinue the  left  rein  in  opposition,  and  we  accordingly  attain 
the  full  and  regular  movement  in  which  the  forehand  is 
set  in  the  direction  of  march. 

Haunches  out. — After  the  horse  has  mastered  the  pre- 
ceding movement,  he  should  be  taught  haunches  out  on 
two  tracks.'*  The  principles  are  the  same;  but  this 
latter  lesson  is  much  to  be  preferred,  because  the  horse 
executes  it  without  being  guided  by  the  wall  or  by 
routine;  he  merely  obeys  the  reins  and  legs. 

In  this  movement  the  horse  must  not  be  allowed  to 
hang  back  or  to  get  behind  the  bit.  To  keep  him  well 
into  the  reins,  the  two  track  lesson  must  frequently  be 
terminated  by  moving  out  either  on  a  half  turn  in  reverse 
or  on  an  oblique  to  change  hands. 

<i"On  two  tracks"  will  be  a  general  preparatory  command.     Thus: 
(1)  On  two  tracks;  (2)  Haunches  in  (or  out);  (3)  March.     (1)  On  tiuo 
tracks;  (2)  Right  (or  Left)  oblique;  (3)  March. — The  Board. 
44 


EQUITATION    AND    IIOKSE    TKAINING.  46 

Two  track  movements  with  the  haunches  in  or  out  are 
very  fatiguing  to  the  young  horse  and  shouki  not  be  pro- 
longed beyond  a  few  steps.  Undue  persistence  in  tliese 
movements  would  make  a  horse  refuse;  he  would  strike 
his  fetlocks  while  stepping  across  and  would  sooner  or 
later  resist  in  order  to  escape  the  pain  caused  by  these 
repeated  blows, 

(2)  On  the  diagonal  of  the  hall — Advantage  of  this  exer- 
cise.— Movements  of  the  haunches  should  be  repeated  on 
the  diagonal  of  the  hall  (while  changing  hands)  and  in 
half  turns.  Two  track  work  on  the  diagonal  of  the  hall 
makes  a  perfect  lesson.  Any  tendency  to  slacken  the 
gait  is  avoided,  and  the  horse  takes  to  this  exercise  more 
willingly  than  to  that  on  tlie  track  because  it  is  easier  and 
there  is  less  chance  of  striking  the  fetlocks  in  cross  step- 
ping. 

In  two  track  work,  do  not  persist  in  a  movement  poorly 
begun  or  poorly  executed.  If  the  horse  frets,  dances,  or 
backs,  put  him  on  a  straight  line  again,  quiet  him,  and  then 
return  to  the  two  track  lesson. 

(3)  On  a  circle. — Two  track  work  on  a  circle  °-  is  exe- 
cuted on  the  same  principles.  The  following  remarks  are 
pertinent : 

(a)  Haunches  out  on  two  tracks  on  a  circle  puts  the 
horse  into  his  bridle  and  upon  his  forehand.  He  supports 
himself  to  a  great  extent  on  the  forelegs  and  lightens  the 
hind  quarters  which,  having  a  longer  route  to  travel, 
derive  more  benefit. 

This  movement  should  be  used  for  horses  that  hang 
back,  or  that  have  too  much  weight  on  the  hind  quarters. 

(6)  Haunches  in,  on  two  tracks  on  a  circle  produces 
effects  diametrically  opposite.  It  is  a  special  exercise  for 
suppling  the  forehand  and  should  be  used  for  horses  that 
have  too  much  weight  on  the  shoulders. 

a  After  a  platoon  or  squad  has  been  placed  upon  a  circle  as  prescribed 
in  paragraph  241,  Cavalry  Drill  Regulations,  the  instructor  commands: 
(1)  On  two  tracks;  (2)  Haunches  in  {or  out);  (3)  March. 


46  EQUITATION   AND    HORSE   TRAINING. 

Two  track  work  at  a  slow  trot. — All  two  track  exer- 
cises should  be  repeated  at  a  slow  trot.  Such  work,  with 
the  haunches  set  diagonally,  develops  rapid  progress  in 
young  horses.*^ 

a  After  the  young  horsea  have  been  sufficiently  trained  to  execute 
two  track  movements  for  several  steps  and  the  instructor  desires  to 
have  such  movements  discontinued  simultaneously,  he  commands: 
"As  you  icere."  In  order  to  study  the  progress  and  faults  of  the  indi- 
vidual horse  and  rider  the  instructor  causes  members  of  the  squad  to 
execute  in  succession  a  given  movement  by  the  use  of  the  preliminary 
command:  First  trooper.  Thus,  with  the  squad  marching  on  the  diago- 
nal of  the  hall  the  instructor  commands:  (1)  First  trooper:  (2)  Haunches 
right,  in  time  to  add  (3)  March,  when  the  leading  trooper  is  at  about 
6  yards  from  the  track.  Each  trooper  in  succession  executes  the  move- 
ment on  the  same  ground  and  the  instructor  places  himself  where  he 
can  closely  observe  details. 


XII. 

Is  it  advantageous  to  prolong  the  first  part  of  train- 
ing?— There  is  a  distinct  advantage  in  'prolonging  the 
fart  of  training  that  is  done  on  the  snaffle  hit.  So  long  as 
the  young  horse  is  unsteady  and  wabbly,  so  long  as  there 
is  danger  of  encountering  resistance,  it  would  be  better  to 
leave  him  on  the  snaffle.  With  this  bit  struggles  are  less 
frequent,  those  that  are  unavoidable  are  less  harmful,  and 
on  the  days  of  bad  humor  on  the  part  of  horse  or  rider 
there  is  less  chance  of  ruining  the  work  accomplished  in 
preceding  lessons. 

Moreover,  the  young  horse  nearly  always  needs  to  have 
his  neck  raised,  strengthened,  and  set.  If  he  has  no  breed- 
ing and  the  curb  bit  is  used  too  soon,  he  has  a  tendency  to 
bring  the  muzzle  down  against  the  chest  or  to  bear  heavily 
on  the  hand.  If,  on  the  contrary,  he  has  class  and  energy, 
and  is  put  on  the  curb  bit  before  he  thoroughly  under- 
stands the  leg  aids,  he  will  struggle  against  the  hand,  use 
his  strength  in  fighting  the  bit,  and  subsequently  much 
time  will  be  required  to  quiet  him  and  smooth  out  his 
gaits. 

Bending  lessons  on  the  snaffle — When  and  how  to  be 
exacted. — It  is  better  to  take  up  bending  lessons  on  the 
snaffle  too  late  rather  than  too  soon.  As  long  as  the  horse 
is  not  well  up  in  the  reins,  there  is  no  opportunity  to  begin. 
When  he  bears  properly  on  the  bit,  and  not  before,  he 
should  be  taught  to  yield  the  jaw  and  to  place  the  head  to 
the  right  or  left. 

In  preliminary  bending  lessons,  to  draw  the  head  to  the 
right  the  rider  pulls  gently  and  slowly  upon  the  right  rein 
and  holds  the  left  rein  steady  to  regulate  the  amount  of 

47 


48  EQUITATION    AND    HORSE   TRAINING. 

displacement  of  the  head  as  well  as  to  prevent,  as  far  as 
possible,  any  bending  of  the  neck;  the  head  alone  should 
be  turned  to  the  right.  The  movement  will  be  well  exe- 
cuted if  the  head,  held  high  rather  than  low,  remains  ver- 
tical; if  the  jaw  is  flexible,  and  if  the  displacement  of  the 
head  to  the  right  or  left  does  not  pass  outside  of  the  verti- 
cal planes  parallel  to  the  axis  of  the  horse  and  passing 
through  the  points  of  the  shoulders. 

In  these  bending  lessons,  which  are  invariably  practiced 
while  the  animal  is  moving,  the  legs  must  be  used  to  keep 
up  a  steady  gait  and  to  prevent  slowing  up. 

Easing  the  hand  on  the  snaffle. — Bending  lessons  should 
always  be  followed  by  easing  the  hand,  which  is  a  rest  for 
the  horse  after  a  somewhat  fatiguing  exercise,  and  a  relief 
to  the  hind  quarters;  this  exercise  is  also  a  means  of 
extending  and  lowering  the  head  of  the  horse  and  of  accus- 
toming him  to  keep  in  touch  with  his  bit. 

When  the  easing  of  the  hand  is  well  done,  the  horse, 
after  yielding  the  jaw,  should  extend  his  neck  little  by 
little  and  answer  to  the  bending  lesson  even  after  his  head 
is  down.  These  bendings  at  the  end  of  the  reins  give 
most  excellent  results. 

The  easing  of  the  hand  should  be  most  carefully  dis- 
tinguished from  the  movement  when  the  horse  bores 
savagely  against  the  hand.  This  habit  of  boring  or  div- 
ing is  easily  acquired  if  the  rider  releases  his  hand  sud- 
denly instead  of  keeping  a  constant  tension  on  the  reins 
and  gradually  following  the  horse's  head. 


XIII. 

When  and  how  should  the  gallop  be  exacted  in  the  first 
part  of  horse  training? — Almost  invariably  the  gallop 
lesson  should  be  begun  early.  There  is  then  available  an 
additional  means  of  suppling  the  horse,  of  strengthening 
him,  extending  him,  and  pushing  him  straight  ahead.  But 
a  fixed  rule  can  not  be  laid  down  with  horses  and  especially 
in  this  matter;  the  time  to  take  up  first  work  at  a  gallop 
depends  upon  the  conformation  of  the  horse,  his  condition, 
his  leg  development,  and  the  kind  of  ground  available. 
It  would  be  stupidity  to  gallop  frequently  on  a  colt  that 
drags  his  legs  and  is  disunited  at  a  trot  and  that  has  diffi- 
culty in  holding  up  the  part  essential  to  training.  On  the 
other  hand  it  is  proper  to  gallop  repeatedly  on  a  vigor- 
ous horse  that  has  been  worked  before  purchase,  on  the 
horse  with  good  strong  legs,  and  particularly  after  he 
has  been  thoroughly  confirmed  in  the  correct  trot. 

This  is  a  matter  of  common  sense  and  experience;  a 
horseman  will  promptly  decide  at  Vv^hat  moment  he  can 
profitably  begin  gallop  work  with  the  horse  he  is  riding  or 
with  the  squad  he  is  instructing. 

The  gallop  by  increase  of  gait — Utility  of  work  on  a 
circle. — Passing  from  the  walk  to  the  gallop  may  be  con- 
sidered as  a  test  of  advanced  training ;  it  will  therefore  be 
entirely  out  of  place  at  this  stage,  and  we  must  take  up  the 
gallop  only  by  increasing  the  gait  from  the  trot.  More- 
over, it  is  essential  that  the  horse  shall  work  equally  well 
on  both  sides,  and  since,  on  the  circle,  the  horse  is  set  to 
lead  on  the  inside  leg  we  have  an  opportunity  to  insure  the 
gallop  lead  on  either  foot. 

53521°— 10 4  49 


50  EQUITATION    AND    IIOKSE   TRAINING. 

Increasing  the  gait  from  a  trot  on  a  circle  furnishes 
therefore  the  means  of  fulfilHng  the  two  essential  condi- 
tions just  cited. 

The  aids  to  be  used  are  both  legs  and  the  outside  rein. 
The  two  legs,  by  steadily  forcing  an  increased  gait,  push  the 
horse  into  the  gallop.  A  slight  tension  on  the  outside  rein 
prevents  the  horse  from  swinging  the  haunches  out,  and 
consequently  precludes  a  false  lead  or  a  disunited  gallop. 

The  circle  is  the  best  means  to  give  the  gallop  lesson 
when  the  squad  to  be  drilled  is  rather  large  in  numbers. 

Besides  the  advantages  already  enumerated,  troopers 
are  enabled  to  work  without  inteifering  \nth  each  other, 
in  spite  of  the  difference  in  speed  which  manifests  itself 
in  the  gallop  of  young  horses.  But  if  the  number  of 
troopers  working  in  the  hall  is  limited  it  is  possible  to 
secure  the  lead  on  the  desired  foot  by  increasing  the  gait 
from  the  trot  at  the  corner,  or  on  the  completion  of  a  flank 
movement,  or  at  the  end  of  a  movement  to  change  hands. 

The  gallop  must  be  attained  at  the  moment  the  horse 
begins  the  change  of  direction ;  for  if  he  does  not  relin- 
quish the  trot  until  the  change  of  direction  is  completed 
his  haunches  can  easily  swing  out  and  the  favorable  oppor- 
tunity is  lost. 


XIV. 

Backing — Method  of  execution. — The  first  lesson  in 
backing  may  be  given  dismounted  and  in  the  following 
manner : 

Being  on  the  left  side,  with  the  reins  in  the  left  hand 
and  the  whip  in  the  right,  stimulate  the  hind  quarters  by  a 
touch  with  the  whip  and  take  advantage  of  this  mobility 
to  exact  one  or  two  steps  backward. 

The  horse  should  be  made  to  move  to  the  front  again 
immediatel}^  by  leading  him  forward  with  the  left  hand, 
and,  if  necessary,  by  touching  him  lightly  with  the  whip. 

To  give  this  same  lesson  mounted,  begin  by  closing  the 
legs  as  in  moving  to  the  front  and  then  move  the  horse 
backward  by  leaning  back  slightly  and  by  pulling  on  the 
reins  with  gradually  increasing  force. 

Here  we  see  a  striking  example  of  the  principle  of 
starting  everything  with  the  movement  to  the  front.  The 
action  of  the  legs  before  the  action  of  the  hands  is  a  funda- 
mental idea  to  be  inculcated  in  the  mind  of  every  trooper. 
In  backing,  the  legs  are  used  first  to  produce  the  move- 
ment to  the  front  and  the  hand  is  used  next  to  transform 
the  forward  impulse  into  a  backward  movement. 

After  a  few  steps  backward,  start  the  horse  forward 
again,  halt  him  and  caress  him. 

If  a  horse  refuses  to  obey,  the  instructor  takes  him  by 
the  reins  and  causes  liim  to  execute  the  movement  as  in 
dismounted  work. 

If  the  horse  braces  himself  on  his  liind  legs  at  the 

moment  that  the  hand  acts  to  make  him  move  backward, 

the  instructor  moves  him  forward  a  step  or  two  or  makes 

him  swing  his  haunches  slightly  and  takes  advantage  of 

this  mobility  to  force  him  backward. 

51 


62  EQUITATION    AND    IIOESE   TRAINING. 

Tliis  movement  is  well  executed  when  the  horse  moves 
backward  step  by  step  and  voluntarily  moves  to  the 
front  ag:ain  as  soon  as  the  trooper  releases  the  hand. 

If,  instead  of  backing  slowly  and  step  by  step,  the 
horse  hurries  the  movement  and  is  about  to  come  down 
upon  the  haunches,  the  trooper  promptly  stops  all  action 
of  the  hand  "  and  corrects  the  horse  by  attacking  him 
vigorously  with  the  legs  or  with  the  spurs  to  push  him 
forward  again. 

This  exercise  to  be  insisted  upon  in  what  cases? — 
Backing  is  a  suppling  exercise  for  the  back  as  well  as  the 
haunches,  and  it  is  an  indispensable  movement  for  the 
saddle  horse.  Yet  it  should  not  be  abused,  particularly 
in  the  early  stages  of  training,  as  resistance  will  eventually 
be  developed.  Moreover,  it  is  not  suitable  for  all  horses 
indiscriminately  but  should  be  used  especially  for  those 
that  have  difficulty  in  bringing  the  hind  legs  under  or 
that  have  too  much  weight  on  the  forehand. 

Individual  work  (at  will). — Nearly  all  instructors  have 
the  bad  habit  of  grouping  young  horses  too  much.  The 
greater  part  of  a  drill  is  devoted  to  work  with  fixed  dis- 
tances, which  gives  the  horses  the  idea  of  sticking  in 
ranks.  We  have  already  said  that  it  is  better  to  work 
without  regard  to  distances.  And  from  the  very  begin- 
ning it  is  also  essential  to  execute  all  movements  in  both 
directions  and  at  will.  If,  in  addition,  we  give  a  few 
outdoor  rides  in  pairs,  the  young  horses  will  become 
quiet,  free  movers  and  the  remainder  of  the  training  exer- 
cises will  be  that  much  easier. 

Condition  of  the  horse  at  the  end  of  the  work  in  the 
snaffle  bridle. — At  the  end  of  instruction  in  the  snaffle 
bridle,  the  horse  should  be  willing  on  the  road  and  tranquil 
in  the  riding  hall.     He  executes  correctly  the  movement 

o  As  a  matter  of  fact  the  trooper  has  probably  lost  all  action  of  the 
hand  because  in  this  faulty  movement  the  horse  is  invariably  behind 
the  bit. 


EQUITATION    AND    IIOKSE   nJAININO.  53 

of  haunches  in,  shoulder  in,  and  two  track  work  at  a  walk 
and  at  a  slow  trot.  He  takes  up  the  gallop  easily  on 
either  foot  by  increasing  the  gait  from  the  trot.  He  has 
found  his  balance  while  moving  freely  to  the  front,  a 
double  condition  which  is  satisfactorily  fulfilled  if  he  keeps 
the  reins  taut  without  ever  bearing  on  the  hand.  His 
gaits  are  clean;  he  can  lengthen  the  walk  without  jigging 
and  the  trot  without  becoming  disunited;  his  wind  has 
been  developed  and  he  can  keep  up  a  lengthened  gallop 
for  several  minutes. 

When  this  entire  programme  has  been  carried  out  and 
especially  when  the  horse  begins  to  pull  on  the  hand,  it  is 
time  to  take  up  the  double  bridle. 


XV. 

Instruction  in  the  double  bridle. — The  instructor's  first 
care  must  be  as  to  the  manner  in  which  the  horses  are 
bitted.  A  mild  curb  bit  should  be  selected;  that  is  to  say, 
a  bit  with  large  cannons,  a  low  port  (only  slightl}^  restrict- 
ing the  freedom  of  the  tongue)  and  short  branches. 
The  bit  should  be  placed  in  the  mouth  high  rather  than 
low  and  the  curb  chain  should  be  left  long  so  as  to  facili- 
tate at  first  a  swinging  motion  of  the  bit.  When  the 
horses  bear  freely  on  the  curb  bit  and  when  they  submit 
to  this  new  mouthpiece  just  as  they  formerly  received 
the  eft'ects  of  the  snaffle,  the  curb  bit  may  be  lowered 
to  its  proper  place  and  the  chain  tightened  to  customary 
tension. 

If  the  horse  has  a  sensitive  mouth,  it  is  well  to  replace, 
for  a  time,  the  ordinary  curb  by  a  broken  curb.'^  The 
latter  gives  a  mouthpiece  more  severe  than  the  snafile, 
but  milder  than  the  curb  and  the  horse  also  becomes 
accustomed  to  the  chain.  The  broken  curb  should  be 
kept  on  for  a  certain  length  of  time  and  may  be  resumed 
later  if,  during  the  course  of  training,  it  is  noticed  that 
the  horse  has  a  tendency  to  get  behind  the  bit. 

Successive  steps  to  accustom  the  young  horse  to  the 
curb  bit. — In  the  first  lessons  in  the  double  bridle,  work 
should  be  begun  on  the  snaffle  bit.  When  the  horse  has 
settled  down  and  is  well  in  hand  he  can  be  ridden  on  the 
curb.  It  is  to  be  remarked,  and  the  remark  is  important, 
that  bending  lessons  are  never  to  be  given  in  the  early 
stages  of  work  on  the  curb.  For  these  lessons  you  must 
wait  until  the  horse  fearlessly  accepts  contact  with  the 
bit  and  tightens  the  curb  reins  as  he  formerly  did  the 
snaffle  reins.     If  this  method  of  procedure  sometimes 

o  A  curb  bit  with  snaffle  mouthpiece. 
54 


EQUITATION    AND    HORSE   TRAINING.  65 

has  the  drawback  of  producing  mouths  with  httle  feehng, 
we  guarantee  that  it  is  less  difFicult  to  supple  a  part  that 
presents  stiffness  than  to  make  a  part  firm  where  all 
resistance  is  lacking. 

To  attain  this  bearing  on  the  bit  the  following  schedule 
should  be  followed : 

(1)  Ride  the  horse  with  the  reins  in  both  hands,  placing 
the  snaffle  rein  outside,  under  the  little  finger.  (See 
Question  XXV.) 

(2)  At  first,  during  work  at  a  walk  and  later  during 
work  at  a  trot,  ride  the  horse  with  the  curb  rein  alone; 
the  reins  may  be  held  in  one  hand  or  in  both  hands. 

(3)  Finally  adopt  the  ordinary  method  of  holding  the 
reins. 

With  each  of  these  different  methods  of  holding  the 
reins  the  horse  must  be  made  to  repeat  simple  move- 
ments with  which  he  is  already  familiar. 

Moreover,  the  horse  should  be  frequently  put  back  on 
the  snaffle  alone  and  be  ridden  at  extended  gaits  in  order 
to  restore  the  confidence  that  he  may  have  lost  in  begin- 
ning lessons  on  the  curb. 

During  this  preparatory  period  the  legs  play  an  impor- 
tant role.  It  is  essential  that  the  curb  bit  should  produce 
upon  the  horse  no  slowing  or  backing  effect  and  that  the 
forward  movement  produced  by  the  legs  should  overcome 
any  tendency  in  the  other  direction  which  might  be  the 
result  of  the  first  use  of  this  bit. 

Bending  lessons. — As  previously  stated,  bending  les- 
sons should  not  be  begun  until  the  horse  has  become 
thoroughly  accustomed  to  his  new  mouthpiece  and 
fearlessly  accepts  contact  of  both  bit  and  chain. 

Before  setting  forth  a  schedule  of  bendings,  it  will  be 
advisable  to  cite  the  following  principles  relating  thereto : 

(1)  Never  slacken  the  gait  during  bending  lessons. 
The  hand  does  not  pull  the  horse  back;  the  legs  push  him 
forward  until  he  encounters  the  bit  when  a  bending 
results. 


56  EQUITATION   AND    HORSE   TRAINING. 

(2)  Bendings  with  the  snaffle  bit  should  not  be  made 
except  with  one  rein  alone.  Both  snaffle  reins  are  used 
in  order  to  raise  the  head  and  to  support  the  horse  and 
therefore  they  should  never  be  combined  to  exact  bending. 

(3)  It  is  just  the  reverse  with  the  curb  bit,  the  reins  of 
which  are  rarely  separate  in  their  action.  The  main 
object  in  view  is  a  light  feel  on  both  reins. 

(4)  Do  not  bend  the  neck  (laterally).  In  setting  the 
head  the  upper  part  of  the  neck  is  involved  and  that  is 
generally  enough. 

(5)  Frequently  follow  up  the  bendings  by  easing  the 
hand  and  as  soon  as  the  horse  has  extended  his  neck  to 
the  full  extent,  exact  another  bending  with  the  head 
down. 

Bending  lessons  with  the  double  bridle  should  be  taken 
up  according  to  the  following  schedule: 

(1)  With  the  snaffle  hit. — Flexing  the  jaw  by  the  use  of 
one  rein;  setting  the  head  to  the  right  and  to  the  left 
(as  in  a  change  of  direction). 

(2)  With  both  snaffle  and  curb  bits. — Lateral  flexion  by 

the  use  of  both  right  reins  (XII) ;  lateral  flexion  by  the 

use  of  both  left  reins;  setting  the  head  by  the  use  of  both 

right  reins;  setting  the  head  by  the  use  of  both  left  reins. 
***** 

(3)  With  the  curb  bit. — Flexing  the  jaw  by  use  of  one 
curb  rein;  flexing  the  jaw  by  the  use  of  both  curb  reins 
(direct  flexion). 

The  most  important  bendings  are:  (1)  Setting  the  head 
by  use  of  one  snaffle  rein;  (2)  direct  flexion  (of  the 
jaw)  by  use  of  both  curb  reins. 

Dismounted  bending  lessons. — Dismounted  bending 
lessons  should  be  the  exception.  If  obliged  to  resort  to 
them,  they  should  be  curtailed  to  the  two  following: 

(1)  Flexing  the  jaw. — Executed  by  taking  one  or  both 
snaffle  reins  in  the  hand  in  front  and  one  or  both  curb 
reins  in  the  hand  in  rear. 


EQUITATION    AND    HORSE   TRAINING.  57 

(2)  Raising  the  head  by  the  use  of  the  snaffle.  The 
trooper  stands  in  front  of  the  horse,  facing  him,  and  takes 
in  each  hand  one  of  the  snafTle  reins,  grasping  it  near  the 
ring;  the  wrists  are  gradually  raised  until  the  horse's 
head  and  neck  reach  the  desired  elevation.  The  horse 
must  stand  still  and  must  not  back;  if  he  starts  to  move 
to  the  rear,  the  whip  is  used  to  move  him  to  the  front 
again. 

DEFINITIONS. 

In  hand. — The  horse  is  in  hand  after  he  has  completed 
and  fully  understands  the  bending  lessons  and  when  he 
yields  willingly  to  the  effects  of  the  bit. 

Lightness. — Lightness  has  been  defined  in  answer  to 
Question  VI.  It  is  the  correct  balance  of  the  horse  that 
obeys  promptly  and  easily  all  impulses  given  him  by  his 
rider. 

The  set  (le  placer)  is  the  operation  that  places  the 
center  of  gravity  in  the  position  lequired  for  the  execu- 
tion of  any  desired  movement. — St.  Phalle. 

The  gather  (Le  ramener). — To  gather  is  nothing  more 
or  less  than  to  set  the  forehand.  When  the  horse  carries 
his  head  and  neck  well  up,  the  face  approaching  the  ver- 
tical and  the  jaw  flexible  he  is  said  to  be  in  the  position 
of  the  gather  (or  is  gathered). 

The  assemble  (Le  rassembler) . — The  assemble  consists 
of  the  gather  perfected  by  bringing  the  hind  legs  under. 
The  set  of  the  forehand  is  combined  with  the  set  of  the 
hind  quarters.** 

a  The  horse  can  be  gathered  at  a  halt  although  he  should  be  taught 
the  correct  carriage  of  the  head  and  neck  at  a  walk,  in  which  case  there 
will  be  no  chance  of  backing.  On  the  other  hand,  the  assemble,  the 
highest  form  of  collection,  can  be  obtained  only  when  the  horse  is  in 
motion;  the  horse  is  assembled  in  the  half  halt  to  be  sure,  but  this  posi- 
tion can  be  held  only  for  a  moment  before  the  horse  moves  again. 
St.  Phalle  says:  "The  set,  as  will  be  seen,  is  inseparable  from  the  in 
hand  and  the  assemble."  For  instance,  in  the  half  halt  the  horse  is 
assembled;  he  is  also  in  hand,  ready  for  any  indication  of  the  bit 
and  he  is  set  for  movement  in  any  direction. — The  Board. 


XVI. 

Easing  the  hand  on  the  curb  bit. — We  have  previously 
discussed  the  easing  of  the  hand  on  the  snaffle  bit.  The 
suppling  exercise  is  the  same  when  made  on  the  curb  bit, 
but  in  this  case  it  should  be  followed  by  raising  the  head 
again. 

The  horse  having  yielded  the  jaw,  loosen  the  fingers 
and  continue  the  action  of  the  legs  in  order  to  push  the 
horse  gently  in  pursuit  of  liis  bit.  From  the  very  begin- 
ning of  training  he  has  grown  accustomed  to  lean  lightly 
on  the  bit,  and  he  therefore  extends  his  neck  and  lowers 
his  head  to  recover  this  customary  support. 

The  extension  of  the  neck  vvdll  be  sufficient  and  will  be 
well  executed  whenever  the  horse,  without  increasing  or 
decreasing  the  gait,  extends  his  nose  downward  and  for- 
ward to  the  level  of  the  knees  and  keeps  his  jaw  flexible. 

The  raising  of  the  head  is  effected  by  carrying  the  hands 
forward  and  pulling  upward  on  the  reins,  the  legs  still 
preventing  any  slowing  up. 

These  suppling  exercises  should  be  repeated  at  a  walk, 
trot,  and  gallop,  and  on  the  three  lines. 

Easing  the  hand  is  an  exercise  suitable  for  horses  too 
high  in  front,  with  a  high  neck — that  is,  cither  upside  down 
or  ewe-necked — and  for  those  with  weak  hind  quarters, 
predisposed  to  injuries.  It  should  be  used  very  sparingly 
with  horses  that  are  high  behind,  especially  if  the  withers 
are  low  and  sunken,  the  shoulders  straight,  the  neck  thin, 
and  the  head  large. 

What  should  be  understood  by  give  and  take — Action 
of  the  fingers  on  the  reins. — As  the  horse  should  always 
be  in  close  touch  with  the  hand  of  the  rider,  the  expression 
58 


EQUITATION    AND    HORSE   l-RAINING.  59 

give  and  take  has  a  certain  significance  which  should  be 
clearly  stated. 

Take  does  not  consist  in  drawing  the  hand  back  and 
give  does  not  mean  carrying  the  hand  I'orward  and  releas- 
ing the  reins. 

Assuming  the  permanent  contact  which  should  exist 
between  the  horse's  mouth  and  the  rider's  hand,  take 
means  to  fix  the  wrist  and  tighten  the  fingers  at  the  mo- 
ment of  halting  or  of  half  halting;  give  means  to  relax  the 
wrist  and  loosen  the  fingers  without  losing  touch  with  the 
horse's  mouth;  if  the  horse  has  been  well  trained,  touch 
will  not  be  lost,  because  the  horse  will  himself  feel  for  his 
rider's  hand. 

Any  slowing  of  gait  should  therefore  be  the  result  of  the 
action  of  the  fingers  on  the  reins.  If  this  action  is  insuffi- 
cient, it  must  be  reinforced  by  carrying  the  upper  part  of 
the  body  backward;  but  any  movement  of  the  elbows 
should  be  avoided,  as  this  is  the  unfailing  symptom  of  the 
unsldlled  horseman. 

Necessity  of  frequently  returning  to  the  lesson  of  going 
straight  ahead.— All  these  bending  lessons  made  on  the 
curb  bit,  these  halts  and  half  halts,  only  too  often  result 
in  slowing  the  horse  and  in  diminisliing  any  desire  to  go 
ahead  that  he  may  have  acquired. 

(This  is  commonly  called  "steam,"  and  is  manifested 
by  a  proper  voluntary  tightening  of  the  reins.  The  horse 
with  "no  steam"  is  voluntarily  behind  the  bit. — The 
Board.) 

It  is  therefore  necessary  to  resume  frequently  the  first 
lesson  of  the  legs — the  lesson  of  moving  straight  ahead. 
The  horse  should  be  attacked  vigorously  with  the  calves, 
being  careful  to  fully  loosen  the  fingers,  so  that  he  shall 
have  complete  liberty  to  escape  to  the  front. 

Lesson  with  the  spurs. — With  horses  that  hold  back, 
that  are  too  cold  (plilegmatic),  or  that  do  not  respond  to 
the  legs  the  spurs  should  be  used.     The  lesson  with  the 


60  EQUITATION   AND    HORSE   TRAINING. 

spurs  does  not  occur  at  any  fixed  period,  but  is  given  when 
the  occasion  presents  itself.  If  the  horse  is  behind  the 
legs  (see  Question  XXVIII),  put  him  at  a  trot  in  order 
to  have  him  securely  in  motion  (not  liable  to  stop),  and 
then  let  him  feel  the  spurs  by  vigorous  and  repeated 
action  until  he  leaps  to  the  front. 

Here  it  is  particularly  important  to  pay  attention  to  the 
hand;  you  must  not  contradict  with  the  hand  what  you 
demand  with  the  legs,  but  must  let  the  reins  slip  as  much 
as  is  necessary  to  enable  the  horse  to  extend  himself  freely. 

With  certain  horses  it  is  sometimes  prudent  to  grasp 
the  pommel  of  the  saddle  when  giving  the  spur  lesson. 
The  rider  is  then  more  certain  of  not  contradicting  him- 
self and  the  lesson  thus  administered  is  sure  to  be  profit- 
able in  the  training  of  the  animal. 


XVII. 

Work  at  the  trot — Rising  to  the  trot. — The  rider  should 
always  rise  to  the  trot  unless  tlie  slowness  of  the  gait 
renders  it  impossible  or,  at  any  rate,  difficult. 

To  rise  to  the  trot,  the  rider  inclmes  the  upper  part  of 
the  body  forward  and  takes  a  firm  grip  with  the  knees  in 
order  to  avoid  throwing  his  whole  weight  into  the  stirrups 
and  in  order  to  have  the  lower  legs  perfectly  free.  He 
then  allows  himself  to  be  raised  by  the  thrust  of  one 
diagonal  pair  of  legs,  the  right  for  example  (i.  e.,  right 
fore  and  left  hind) ;  he  avoids  the  thrust  produced  by  the 
planting  of  the  left  diagonal  pair  and  drops  back  into  the 
saddle  just  as  the  right  pair  is  replanted,  which  raises 
him  agam. 

The  rider  thus  avoids  every  other  thrust,  tires  himself 
less,  and  tires  his  horse  less. 

Necessity  of  frequently  alternating  the  diagonal  pair 
from  which  the  rise  is  made. — But  unless  he  is  careful, 
he  gradually  acquires  the  habit  of  always  rising  from  the 
same  pair,  or,  as  it  is  commonly  expressed,  of  trottmg  on 
the  same  shoulder,  and  this  habit  has  serious  drawbacks. 

(1)  The  pair  from  which  the  rider  rises  becomes  much 
more  fatigued  than  the  other  because  it  raises  and  thrusts 
forward  the  weight  of  both  horse  and  rider;  whereas  the 
other  pair,  which  acts  while  the  rider  is  in  the  air,  has 
only  the  weight  of  the  horse  to  thrust  forward. 

(2)  Moreover,  the  diagonal  pair  which  thrusts  both 
horse  and  rider  can  not  project  the  horse  as  far  as  the 
pair  which  acts  while  the  rider  is  in  the  air.  Thus,  if  the 
rider  is  trotting  on  the  right  shoulder  (i.  e.,  is  raised  by 

61 


62  EQUITATION    AND    HORSE    TRAINING. 

the  right  diagonal  pair),  the  thrust  of  the  left  diagonal 
pair  will  be  the  greater,  and,  since  the  thrust  acts  in  the 
direction  of  the  other  diagonal,  the  right  shoulder  will 
gain  more  ground  than  the  left.  From  this  there  results, 
after  a  certain  length  of  time,  a  disagreeable  irregularity 
in  the  gait. 

The  results  explained  in  the  second  remark  above  may 
be  practically  utilized.  If  the  rider  discovers  that  his 
horse  trots  unevenly  and  advances  one  shoulder  more 
than  the  other,  he  should  rise  habitually  on  the  shoulder 
that  gains  less  ground  until  the  fault  is  corrected. 

These  results  may  also  be  utilized  to  correct  the  fault 
of  a  horse  always  leading  with  the  same  foot  at  a  gallop. 
Suppose,  for  instance,  a  horse  that  always  gallops  on  the 
right  foot:  to  lead  with  the  right  foot  the  horse  sets  the 
right  shoulder  in  advance  of  the  left.  If,  therefore,  the 
rider  persists,  for  a  certain  length  of  time,  in  rising  from 
the  left  diagonal  pair,  the  left  shoulder,  as  has  been  ex- 
plained above,  will  be  pushed  further  forward  than  the 
right  and  the  horse  will  be  in  a  position  at  a  trot  that  will 
induce  him  to  lead  with  the  left  foot  at  a  gallop. 

From  the  preceding  explanations  it  is  evident  that  the 
rider  should  know  how^  to  trot  his  horse  on  either  shoulder 
and  to  change  shoulders  without  changing  gait  if  he 
wishes  to  develop  the  animal's  efficiency  equally  and  have 
him  always  perfectly  straight. 

The  only  exception  is  when  the  legs  of  one  diagonal 
pair  have  been  injured  and  they  can  be  saved  by  rising 
from  the  other. 

lengthening  and  shortening  the  gait  at  a  walk  and 
trot.— Lengthening  and  shortening  of  gaits  must  be 
executed  gradually  and  by  the  steady  use  of  the  aids. 
The  lowering  of  the  head  and  the  extending  of  the  neck 
assist  in  producing  a  lengthened  gait.  The  raising  of  the 
head  and  curving  of  the  crest  favor  a  shortening  of  the 
gait. 


EQUITATION    AND    HOUSE    TRAINING.  63 

In  all  changes  of  gait  the  rider  must  accommodate  his 
seat  to  the  movements  of  the  horse.  The  lengthening  of 
the  trot  should  be  moderate  and  of  short  duration.  By 
demanding  more  than  the  horse  is  equal  to,  an  irregular 
gait  will  soon  be  developed  and  this  will  be  difficult  to 
correct  later. 


XVIII. 

Work  at  the  slow  trot.— In  one  of  the  first  answers  we 
mentioned  the  utiHty  of  the  trot  and  explained  the 
advantages  in  training  resulting  from  the  vise  of  this  gait. 
We  can  only  repeat  here  what  we  have  said  before — the 
slow  trot  especially  gives  excellent  results  in  the  last 
stages  of  training.  Suppling  exercises  for  the  haunches, 
shoulders,  and  jaw,  when  executed  at  this  gait  ])roduce 
rapid  progress  in  the  horse;  they  increase  his  strength 
and  suppleness  by  forcing  him  to  acquire  and  preserve 
his  balance. 

Small  circles. — Small  circles  lower  the  horse's  croup; 
the  inside  hock  is  necessarily  brought  under  and  the  out- 
side shoulder  is  developed  because  it  has  a  greater  dis- 
tance to  travel.  Moreover,  this  work  on  a  restricted 
circle  enables  the  rider  to  set  a  horse  that  experiences 
difficulty  in  bending  the  body  and  it  aids  in  breaking  up 
the  contraction  of  the  horse  that  pulls  too  hard  on  the 
hand. 

Small  circles  should  be  rarely  used  with  horses  that 
hang  back,  for  it  is  to  be  noted  that  on  the  circle  they  are 
especially  prone  to  get  behind  the  bit.  Nor  should  turns 
be  used  too  much  with  young  horses  with  blemished  or 
worn-out  hocks.  As  for  the  aids  to  be  used,  it  depends 
upon  whether  the  horse  has  a  tendency  to  let  the  haunches 
swing  out  or  the  reverse — to  let  them  drag  inside.  In 
the  first  case  the  inside  rein  and  the  outside  leg  should 
predominate;  in  the  second  case  the  important  aids  will 
be  the  inside  rein  and  leg. 

Serpentines. — Serpentines  produce  about  the  same 
results  as  small  circles,  but  in  addition  they  accustom  the 
64 


EQUITATION    AND   HORSE    TRAINING.  65 

horse  to  pass  from  one  set  (position)  to  the  other  easily 
and  while  advancing. 

Two-track  work. — Two-track  work  at  a  slow  trot  on 
the  diagonal  of  the  hall  is  another  method  of  suppling  the 
hind  quarters  and  bringing  them  under;  it  is  an  excellent 
preliminary  to  the  gallop  lead. 

Halts,  half-halts,  and  backing. — ^When  the  horse 
moves  freely  and  begins  to  be  balanced  and  regular  in 
both  gaits,  the  walk  and  trot,  we  must  take  up  the  ele- 
ments of  the  assemble,  which  is  the  gather  perfected  by 
bringing  the  hind  legs  under. 

We  begin  by  numerous  halts,  tJie  action  of  the  legs 
always  preceding  the  action  of  the  hand,  and  by  this  means 
alone  the  hind  legs  are  gradually  brought  toward  the 
center.  If  at  the  moment  of  halting  the  horse  is  con- 
tracted and  endeavors  to  bore  on  the  hand,  the  rider  must 
keep  up  his  action  and  exact  a  step  or  two  backward  in 
order  to  overcome  all  resistance.  He  must  then  promptly 
move  the  horse  to  the  front  again  to  avoid  his  sitting 
down  on  the  haunches. 

Half-halts  are  made  according  to  the  same  principles, 
but  the  opposition  of  the  hand  is  less  marked  than  in 
halts.  If  the  horse  proves  to  be  obedient,  loosen  the 
fingers  and  extend  him ;  if,  on  the  contrary,  he  resists  the 
half-halt,  keep  up  the  action  of  the  aids  to  the  halt  or  even 
to  backing. 

53.521°— 10 5 


XIX. 

WORK  AT  THE  GALLOP. 

Progressive  method  of  perfecting  the  gallop  lead  on 
either  foot. — (1)  Taking  up  the  gallop  ly  increasing  the 
gait  from  the  trot. — In  Question  XIII  we  explained  how, 
in  the  early  stages  of  training,  the  gallop  should  be  ex- 
acted by  increasing  the  gait  from  the  trot.  This  early 
lesson  repeated  every  day  will  have  accustomed  the  horse 
to  some  extent  to  the  gallop,  and  he  will  take  up  the  gait 
readily  to  the  right  and  to  the  left,  on  the  circle  or  at 
the  corner,  without  the  necessity  of  prolonged  pushing 
from  the  trot. 

(2)  Talcing  the  gallop  from  the  slow  trot  hy  lateral 
effect. — We  now  reach  the  second  step.  This  new  lesson 
should  still  be  assisted  by  a  somewhat  restricted  circular 
movement  and  the  rider  will  exact  a  gallop  only  at  the 
end  of  a  circle  or  at  the  corner. 

The  difficulty  of  execution  will  then  be  slightly  in- 
creased by  requiring  the  same  leads  on  a  circle  of  greater 
radius  or  at  the  end  of  a  diagonal  of  a  half  turn  or  of  the 
diagonal  of  the  change  of  hands. 

(3)  Talcing  the  gallop  from  the  slow  trot  hy  diagonal 
effect. — The  series  of  leads  made  by  lateral  effect  on  small 
circles,  circles  and  at  the  end  of  oblique  lines  will  again 
be  exacted  by  diagonal  effect,  and  we  thus  gradually  reach 
the  gallop  lead  on  a  straight  line,  being  careful  to  always 
divide  the  movement  into  two  parts;  first  the  set  and  then 
the  impulse  that  produces  the  gallop.  Thus,  for  the  gal- 
lop lead  with  the  right  foot. 

(a)  Collect  the  horse  to  the  right  and  pull  diagonally 
on  the  right  rein  in  order  to  restrain  the  left  shoulder  and 

66 


EQUITATION    AND   HORSE   TRAINING,  67 

to  free  the  right  shoulder;  carry  the  body  to  the  rear, 
throwing  more  weight  on  the  left  buttock;  close  the  left 
leg  to  make  the  haunches  yield  to  the  right  and  to  bring 
the  right  hind  leg  in  advance. 

(b)  The  horse  having  been  set  in  this  manner,  close  the 
right  leg  in  order  to  add  its  effect  to  that  of  the  left  leg 
and  to  thus  obtain,  b}''  the  action  of  both  legs,  the  forward 
impulse  necessary  to  bring  about  the  gallop. 

(4)  Talcing  the  gallop  from  the  walk. — A  horse  that  takes 
the  gallop  readily  from  the  slow  trot  will  also  take  this 
gait  without  difficulty  from  the  walk.  The  method  of 
procedure  is  the  same;  that  is,  first  set  the  horse  and  then 
push  him  into  the  gallop. 

With  horses  that  hesitate  or  fret,  this  last  lesson  should 
be  subdivided  by  passing  through  the  trot;  that  is  to  say, 
the  horse  will  be  set  for  the  gallop  while  at  a  walk,  from 
this  set  he  will  be  urged  into  the  trot,  and  from  the  trot 
into  the  gallop.  Little  by  little  this  intermediate  trot  will 
diminish  in  duration  until  the  horse  takes  the  gallop  im- 
mediately from  the  w^alk. 

In  this  progressive  method  of  obtaining  the  gallop  lead 
on  either  foot,  v/e  began  by  increasing  the  gait  from  the  trot 
and  finished  by  taking  the  gallop  from  the  walk  because 
we  are  convinced  that  taking  the  gallop  is  easier  in  pro- 
portion to  the  speed  of  advancing.  In  our  opinion,  taking 
the  gallop  from  the  walk  is  the  most  difficult  exercise  and 
if  insisted  upon  too  early  wall  result  in  horses  that  back  or 
stand  and  resist.  Our  method  appears,  perhaps,  rather 
long,  but  it  has  the  advantage  of  producing  horses  that 
act  smoothly,  that  take  the  gallop  without  fretting  and 
without  losing  touch  with  the  rider's  hand. 


XX. 

Where  should  the  training  of  the  troop  horse  stop? — 
The  training  of  the  troop  horse  should  stop  after  the  gallop 
lead  has  been  included.  It  is  useless,  or  rather  impossi- 
ble to  proceed  further  with  the  material  available.  A 
horse  for  the  ranks,  that  goes  straight  and  free  at  all  gaits, 
that  is  easily  handled  in  any  direction  and  that  takes  the 
gallop  lead  readily  on  either  foot,  is  in  condition  to  satisfy 
all  demands  imposed  in  the  service.  But  this  elementary 
education  is  not  sufficient  to  meet  the  requirements  of  an 
officer,  who  should  always  have  a  perfectly  trained  horse. 
It  is  therefore  important  to  point  out  what  movements 
will  perfect  and  complete  the  animal's  schooling. 

The  false  gallop. — Galloping  false  is  used  as  a  means  of 
lowering  the  croup,  of  balancing  the  horse  and  holding 
him  in  his  gallop.  There  are  no  special  instructions  about 
leading  with  the  outside  foot;  the  only  difficulty  is  to 
pass  the  corners  without  the  horse  becoming  disunited. 
To  avoid  this,  the  haunches  must  be  strongly  supported 
by  the  inside  leg  and  the  horse  must  be  held  set  by  the 
outside  rein  (supporting  rein)  in  order  to  free  the  shoulder 
on  that  side  and  keep  it  in  the  lead.  In  making  a  change 
of  direction  when  galloping  false,  the  hands  should  be 
slightly  lowered  (eased),  so  that  the  movements  of  the 
hind  quarters  will  not  be  hampered  and  checked. 

(It  is  also  most  important  to  forcibly  keep  up  the  gait. 
If  allowed  to  slow  up,  the  horse  is  almost  certain  to  escape 
from  the  aids  and  change  the  lead. — The  Board.) 

Alternating  the  gallop  at  short  intervals. — The  gallop 
leads  comprise  all  the  essential  principles  of  training: 
Setting  the    head,    the   neck,   the    shoulders,   and    the 

68 


EQUITATION    AND    HOKSE    TRAINING.  69 

haunches,  bringing  the  hind  legs  under  and  moving  to  the 
front.  This  very  complexity  shows  their  importance. 
It  will  therefore  be  readily  understood  that  gallop  leads, 
alternated  at  short  intervals,  will  rapidly  perfect  the 
young  horse's  training  and,  moreover,  that  this  is  the 
best  method  of  paving  the  way  for  the  lesson  of  change 
of  lead. 

Change  of  lead. — Change  of  lead  is  nothing  more  than 
exacting  the  gallop  lead  when  the  horse  is  at  the  gallop. 
It  is  the  most  difficult  of  leads  and  must  not  be  attempted 
until  the  horse  is  thoroughly  confirmed  in  the  gallop 
lead  from  the  trot  and  walk.  If  the  lesson  of  change  of 
lead  is  given  too  soon  or  if  the  rider  is  too  exacting  at  first 
the  horse  mil  slow  up  and  become  uncertain  in  gait.  He 
will  learn  the  trick  of  holding  back  and  especially  of  gal- 
loping disunited;  hence,  all  the  benefit  of  preceding  les- 
sons will  be  lost. 

To  bring  the  horse  up  to  the  change  of  lead,  gradually 
decrease  the  intervals  between  the  alternate  leads  exacted 
from  the  slow  trot.  The  set  of  the  horse  must  be  changed 
before  he  returns  to  the  trot.  Thus,  for  instance,  if  the 
horse  is  galloping  right,  set  him  with  the  left  diagonal 
effect  (right  leg  and  left  supporting  rein).  The  change 
of  set  causes  the  horse  to  balance  himself  and  brings  him 
down  to  the  trot  (where  he  feels  steadier),  but  if  the  lower 
aids  continue  to  force  the  gait  the  horse  will  take  the  gal- 
lop with  the  left  lead. 

This  is  the  analysis  of  the  change  of  lead.  Little  by 
httle  the  length  of  time  of  the  intermediate  trot  is  dimin- 
ished until  the  change  of  lead  in  the  air  is  obtained. 

The  lesson  of  change  of  lead  can  be  given  on  the  track 
of  the  riding  hall  or  on  a  circle.  At  first  it  is  advanta- 
geous to  lead  off  with  the  outside  foot  and  then  attempt 
the  change  of  lead  to  the  inside  foot.  This  plan  is  espe- 
ciall}'^  apphcable  to  work  on  a  circle. 

In  all  this  work,  the  thing  to  be  avoided  is  a  desire  to 
progress  too  rapidly.     If  the  horee  resists,  you  must  not 


70  EQUITATION   AND   HORSE   TRAINING. 

be  bullheaded;  3^011  must  begin  again  and  take  up  the 
analytical  parts  of  the  movement,  going  back  to  the 
simple  gallop  leads.  By  insisting  too  strongly  you  teach 
the  horse  to  resist  the  reins  and  legs  and  destroy  what 
lightness  he  may  have  acquired.  Moreover,  the  horse's 
resistance  proves  that  you  are  attempting  the  change  of 
lead  too  soon  and  that  he  is  not  yet  up  to  it. 

Continuation  of  training — Work  at  the  slow  trot — 
Gallop  exercises. — Review  the  instructions  given  under 
Question  XVIII  on  what  concerns  the  trot  and  what  has 
just  been  said  about  work  at  a  gallop.  Work  at  the  slow 
trot  on  the  three  lines  will  develop  the  strength  and  sup- 
pleness of  the  horse;  alternating  gallop  leads  w^th  short 
intervals,  exacted  from  the  trot,  the  walk,  the  halt,  and 
when  backing,  will  finally  perfect  his  balance  and  obe- 
dience; he  %\"ill  then  be  well  trained. 

But  this  work  must  not  be  abused.  Riding-hall  work 
should  be  of  short  duration.  The  horse  should  be  often 
taken  out,  galloped  over  good  ground  and  jumped  over 
obstacles.  It  must  not  be  forgotten  that  the  desirable 
quaUties  in  an  officer's  mount  are  that  he  shall  he  per- 
fectly waning,  go  perfectly  straight,  and  remain  perfectly 
calm,  all  of  which  quahties  would  disappear  if  he  were 
kept  constant!}  shut  up  in  a  riding  hall,  working  at  slow 
and  shortened  gaits. 


XXI. 
HOW  YOUNG  HORSES  ARE  TAUGHT  TO  JUMP. 

Jumping  when  at  liberty. — Young  horses  may  be 
taught  to  jump  when  at  hberty  or  on  the  longe. 

Jumping  at  hberty  is  ordinarily  practiced  in  a  straight 
chute,  in  which  are  placed  several  obstacles — at  least  one 
ditch  and  one  bar.  The  horse  is  led  quietly  to  one  end 
of  the  chute  and  caught  at  the  other  end  by  men  who 
stop  him  without  frightening  him  and  then  offer  him  oats 
as  a  reward.  Near  each  obstacle  is  stationed  a  man  with 
a  longeing  whip  ready  to  urge  horses  that  hold  back  and 
hesitate;  but  the  use  of  the  whip  should  not  be  abused  as 
it  bewilders  the  animals  and  after  a  few  lessons  is  ordina- 
rily no  longer  required. 

Jumping  at  hberty  produces  horses  keen  and  straight 
on  their  jumps.  The  drawback  is  that  the  animals  jump 
too  quickly  and  acquire  only  a  certain  amount  of  skill; 
for,  instead  of  observing  the  obstacles  that  they  are  tak- 
ing, they  have  only  one  idea  and  that  is  to  get  out  of  the 
chute.  The  system  is  especially  suitable  to  train  horses 
for  steeplechasing. 

If  the  jumps  in  the  chute  are  high,  it  will  be  better  not 
to  send  young  horses  through  until  after  they  have  had 
several  preliminary  lessons  on  the  longe. 

Jumping  on  the  longe. — Jumping  on  the  longe  is  a 
perfect  lesson  to  train  a  horse  for  obstacles.  Drilled  by 
this  method,  the  horse  is  cool  and  clever  and  forms  the 
habit  of  observing  the  obstacle.  It  is  the  best  system 
for  service  mounts  and  hunters. 

This  lesson  may  be  given  in  the  hall  or  in  the  open  and 

in  the  following  manner: 

71 


72  EQUITATIOX   AND    HOKSE    TRAINING. 

High  jumps. — Place  a  bar  on  the  ground.  Holding  the 
longe  in  one  hand  and  the  snaflEle  reins  in  the  other,  lead 
the  horse  and  step  over  the  bar  mth  him  several  times  in 
succession  in  both  directions.  When  the  horse  no  longer 
shows  hesitation,  move  away  from  him  a  little,  put  him 
on  a  circle  and  make  him  cross  the  bar  on  the  longe. 
Later  the  bar  is  gradually  raised. 

To  give  the  lesson  properly,  it  is  necessary: 

(1 )  To  let  the  horse  assume,  at  a  short  distance  from  the 
bar,  whatever  gait  suits  him,  and  immediately  after  he 
jumps  to  make  him  resume  the  original  gait  of  the  circle. 

(2)  To  advance  a  step  or  two  toward  the  obstacle  and 
to  open  the  fingers,  so  that  the  longe  may  slip  through  the 
hand  while  the  horse  is  approaching  his  jump  and  will  not 
be  too  taut  when  he  leaps;  he  must  never  be  hampered, 
but  must  have  complete  liberty. 

(3)  To  take  up  the  horse  on  the  longe  again  gently,  re- 
turn liim  to  the  circle  and  to  the  original  gait. 

It  is  a  good  plan  to  practice  the  horse  in  jumping  on 
the  longe  at  a  walk  before  trying  him  at  the  trot  and 
gallop.  At  the  walk  the  horse  can  best  estimate  the  jump 
and  the  amount  of  effort  necessary  to  clear  it;  at  the  walk 
he  also  learns  how  best  to  assist  himself  with  his  head  and 
neck.  Jumping  at  the  other  gaits  then  becomes  less 
difficult. 

Broad  jumps. — The  method  of  procedure  and  the 
precautions  to  be  taken  are  the  same  as  for  high  jumps. 
Begin  with  very  easy  ditches  and  progress  to  broader  and 
more  difficult  ones.  The  first  time  do  not  prevent  the 
horse  from  stopping  to  examine  the  ditch.  He  will  feel 
the  ground,  bring  up  his  hind  legs  little  by  little,  and 
after  much  hesitation  will  finally  clear  the  ditch.  This 
feeling  for  firm  ground  is  allowed  on  the  first  trials  only, 
and  as  soon  as  the  first  apprehension  has  disappeared, 
any  halting  in  front  of  the  obstacle  must  be  energetically 
corrected.  Young  horses  are  much  more  disposed  to 
hesitate  at  breadth  than  height. 


EQUITATION    AND    HORSE    'HJAINING.  73 

Jumping  mounted.— After  horses  have  been  trained  in 
jumping  at  liberty  and  on  the  longe,  they  arc  made  to 
jump  mounted. 

At  first  they  must  be  in  the  snaffle  bridle.  Always  be- 
gin with  insignificant  obstacles.  In  the  riding  hall,  place 
the  bar  on  the  ground  and  afterwards  raise  it  gradually 
according  to  the  confidence  shown  by  men  and  horses. 
Out  of  doors,  start  with  very  easy  jumps  and  work  up 
gradually  to  the  class  of  obstacles  that  every  service 
mount  should  clear. 


XXII. 

To  accustom  young  horses  to  the  saber. — For  the  first 
few  days  the  saber  should  be  worn  on  the  belt  and  not 
slung  to  the  saddle.  In  tliis  manner  the  saber  may  more 
easily  be  held  away  from  the  liorse,  in  case  he  becomes 
too  excited,  and  any  dangerous  struggles  resulting  from 
prolonged  contact  may  be  avoided.  With  very  nervous 
horses,  the  saber,  instead  of  being  attached  to  the  belt, 
may  be  held  in  the  hand  and  the  lesson  can  then  be  easily 
continued  or  stopped  at  will. 

The  first  lesson  should  be  given  in  the  middle  of  the 
period  of  work  v/hen  the  horse's  nervousness  has  already 
been  worn  off. 

The  saber  is  next  slung  to  the  saddle;  as  soon  as  the 
horse  has  become  accustomed  to  it,  the  different  move- 
ments of  the  saber  exercise  should  be  executed  imtil  abso- 
lute indifference  is  obtained. 

To  accustom  horses  to  firearms  and  noises. — Several 
methods  are  used.  One  of  the  best  is  to  place  the 
mounted  troopers  on  a  large  circle;  dismounted  men  are 
placed  in  the  center,  some  with  revolvers,  flags,  and  trump- 
ets, others  with  boxes  or  sieves  of  oats.  At  a  given 
signal  the  noises  cease  and  the  horses  are  turned  to  the 
center  of  the  circle  where  the  oats  are  offered  to  them. 

This  same  exercise  is  repeated  on  circles  of  smaller 
radius  and  when  the  horses  show  no  further  anxiety,  they 
are  turned  into  the  center  and  fed  oats  while  the  noises 
continue. 

Another  plan  is  to  place  in  line  the  dismounted  men 
with  the  revolvers,  flags,  and  trumpets  and  have  them 
march  around  the  drill  ground.     The  young  horses,  also 

74 


EQUITATION    AND    IIOltSE    TRAINING.  75 

in  line,  follow  them  about,  at  first  at  a  distance,  gradually 
approaching  and  finally  eating  their  oats  in  the  ranks. 

However,  it  is  not  necessary  to  enter  into  minute  de- 
scriptions of  details.  It  will  suffice  if  the  following  caution 
is  observed: 

Avoid  a  struggle  by  starting  at  a  distance  from  the  dis- 
mounted men  and  do  not  insist  brutally  on  the  occasion  of 
a  horse's  first  fright. 

Swimming  exercises. — Swimming  exercises  are  diffi- 
cult to  carry  out,  and  the  results  obtained  are  not  always 
commensurate  with  the  danger  to  which  the  men  are 
exposed. 

If,  however,  the  horses  must  be  made  to  swim,  the  fol- 
lowing schedule  should  be  followed : 

(1)  Make  the  horse  swim,  holding  him  at  the  end  of  a 
longe  attached  to  the  halter.  In  this  way  you  will  be 
more  certain  to  avoid  any  jerks  that  would  cause  him  to 
make  false  movements.  This  remark  is  very  important, 
for  if  a  horse  in  the  water  is  brought  up  short  he  will 
splash  in  his  struggles  and  may  easily  lose  his  head 
completely. 

(2)  After  the  horses  exliibit  a  certain  amount  of  confi- 
dence, they  should  be  mounted,  bareback  and  in  snaffle 
bridle,  by  men  who  are  excellent  swimmers,  and  then 
taken  across  a  rather  narrow  stream.  In  order  to  have 
this  exercise  carried  out  under  favorable  conditions,  the 
banks  of  the  stream  should  have  a  gentle  slope  so  that 
the  horse  can  enter  the  water  gradually,  get  out  without 
difficulty  and  not  be  forced  to  swim  more  than  a  few 
yards. 

(3)  The  same  exercise  is  repeated  once  or  twice  only, 
with  the  horses  saddled  and  bridled. 


XXIII. 
VARIOUS  FAULTS  OF  SADDLE  HORSES. 

The  hot-headed  horse. — Ride  him  alone,  calm  him  by 
the  voice  and  by  patting  and  pull  as  little  as  possible  on 
the  reins.  Bring  down  the  head  and  neck  by  protracted 
periods  of  trotting.  Then  execute  in  the  hall  serpentines 
and  figures  to  accustom  the  horse  to  submit  to  the  pres- 
sure of  the  legs  and  to  obey  the  aids  readily. 

The  jigging  horse. — Begin  by  giving  the  leg  lesson  until 
the  horse  moves  freely  to  the  front.  When  he  is  well  up  on 
the  bit,  make  him  half  lower  the  head,  keeping  the  reins 
taut  but  following  the  balancing  of  the  head  and  neck. 
Wlienever  the  horse  resumes  the  trot,  push  him  sharply 
with  the  legs  and  then,  carr3^ing  the  body  back,  exact  a 
half  halt  to  bring  him  down  to  the  walk. 

The  horse  that  gallops  when  he  should  trot. — It  is 
almost  always  because  he  holds  back  or  because  the  hind 
quarters  are  overloaded  that  a  horse,  even  a  hot-headed 
one,  makes  trouble  at  the  trot.  In  either  case,  make  him 
extend  his  neck  and  every  time  he  rises  to  the  gallop 
push  him  with  the  legs  but  do  not  pull  on  the  reins. 
Then  carry  the  body  back,'pulling  gently  on  the  reins  and, 
by  means  of  the  legs,  holding  the  horse's  haunches  per- 
fectl}'"  straight.  Loosen  the  fingers  at  the  first  strides  of 
the  trot  and  keep  the  body  erect  with  the  legs  firmly  set. 

The  puller. — Being  at  a  walk,  execute  half  halts  with 
lateral  effects;  when  the  horse  has  yielded,  let  him 
straighten  himself  again  and  resume  the  original  gait. 
Repeat  this  same  lesson,  first  at  a  slow  trot  and  then  at 
the  regulation  trot.  In  this  way  the  puller's  rigidity  is 
broken  up,  he  is  forced  to  bend,  and  to  bring  his  hind 
legs  under. 

76 


EQUITATION    AND    HORSE   TRAINING.  77 

Work  at  a  slow  trot  on  small  circles,  serpentines,  and 
diagonals,  halts,  and  half  halts,  make  up  an  excellent 
schedule  of  exercises  for  the  horse  with  too  much  weight 
on  his  shoulders  and  that  pulls  too  much  on  the  hand. 

The  star  gazer  (the  horse  that  pokes  his  nose  out). — 
A  horse  with  this  fault  has  a  rigid  jaw  and  holds  his  head 
high,  approaching  the  horizontal.  A  bad  neck  confor- 
mation induces  this  fault,  but  it  generally  results  from 
bad  riding,  the  horse  being  afraid  of  the  hands. 

To  correct  this  fault  set  the  hand,  that  is  to  say,  hold 
it  stationar}'  above  the  pommel  of  the  saddle,  the  reins 
remaining  taut;  close  the  legs  to  push  the  hofse  up  to  the 
bit  and  tighten  the  fingers  on  the  reins  until  the  horse 
lowers  his  head  slightly;  loosen  the  fingers  immediately 
and  slacken  the  reins.  Begin  again  and  continue  the 
lesson  until  the  horse  yields  at  the  slightest  pressure  of 
the  fingers  and  understands  thoroughly  that  the  hand  is 
severe  when  he  pokes  out  his  nose,  but  relaxes  completely 
as  soon  as  he  sets  his  head  properly. 

The  horse  that  fights  the  bit  (throws  his  head). — This 
fault  is  found  only  in  the  horse  that  holds  back  because, 
in  order  to  make  the  movement  of  the  head,  he  must 
diminish  the  gait  slightly. 

To  correct  the  fault,  it  is  not  wise  to  use  the  hand  only, 
as  is  frequently  done,  because  any  effect  of  the  hands 
tends  to  a  further  decrease  of  gait.  The  most  rational 
and  at  the  same  tune  the  most  certain  method  is  as 
follows: 

Make  the  horse  move  freely  and  push  him  energetically 
with  the  legs  at  the  very  moment  that  you  feel  that  he  is 
about  to  throw  his  head;  at  the  same  time  loosen  the 
fingers  to  allow  the  neck  to  be  extended  and  the  head 
lowered.  If  this  plan  is  not  sufficient,  hold  one  rein  taut 
and  set  the  hand  that  holds  it.  This  method  is  effective 
because  the  head  movements  can  be  made  only  sidewise 
and  become  very  painful. 


78  EQUITATION   AND    HORSE   TRAINING. 

The  horse  that  lowers  his  head  against  his  chest. — It 
is  hard  work  to  correct  this  fault  and  much  more  difficult 
to  raise  the  head  than  to  lower  it.  To  raise  the  head, 
begin  by  extending  the  neck  in  order  to  open  the  angle  it 
makes  with  the  head.  When  the  neck  is  well  extended 
use  the  snaffle  reins  to  gradually  raise  the  head,  watching 
carefully  that  the  horse  Jceeps  his  muzzle  to  the  front.  The 
upward  pull  of  the  snaffle  reins  must  be  felt  at  the  corners 
of  the  lips;  the  legs  must  act  vigorously  to  prevent  any 
slowing  of  the  gait.  Exact  little  at  first  and  ease  the 
hand  as  soon  as  the  horse  raises  his  head  slightly  and 
yields  his  jaw.  Give  this  lesson  several  times  each  ride 
and  at  all  gaits  until  the  horse  holds  his  head  at  a  proper 
height  whenever  the  snaffle  reins  are  tightened  and  the 
legs  closed. 

Dismounted  bending  lessons  also  give  good  results. 
The  trooper  stands  facing  the  horse,  and  taking  one 
snaffle  rein  in  each  hand  steadily  raises  his  hands  until 
the  horse  lifts  the  head  without  backing. 

The  horse  that  rears. — This  fault  begins  with  halting 
and  squatting.  Hence  the  first  thing  to  do  is  to  prevent 
this  backward  movement  by  a  counter  attack — that  is,  by 
an  attack  that  will  produce  a  movement  to  the  front  and 
that  will  throw  weight  on  the  forehand. 

If  the  horse  resists  the  forward  movement,  turn  him  on 
the  spot  so  as  to  disorganize  the  forces  necessary  in  rear- 
ing. When  the  haunches  move  laterally  no  part  of  the 
horse  can  be  contracted  and  he  is  therefore  prevented 
from  throwing  the  weight  on  his  hind  quarters. 

The  kicker.— If  a  horse  has  the  bad  haKit  of  kicking, 
use  the  snaffle  bit  to  prevent  his  lowering  the  head  and  at 
the  same  time  push  him  vigorously  with  the  legs. 

It  is  a  mistake  to  always  hold  up  a  kicker's  head;  it 
frequently  happens  that  kicking  is  caused  by  some  pain 
in  the  back  or  hocks,  and,  if  so,  raising  the  animal's  head 
will  merely  increase  his  irritability  and  incite  resistance. 


XXIV. 

Requirements  of  a  good  saddle. — A  good  saddle  should 
satisfactorily  meet  the  following  requirements: 

(1)  The  padding  should  be  done  in  a  way  to  secure 
perfect  balance  of  the  saddle.  Too  high  behind,  the 
saddle  will  throw  the  whole  weight  of  the  rider  into  the 
stirrups.  Too  high  in  front,  it  will  throw  him  back  and 
diminish  the  grip  of  the  thighs  and  prevent  proper  set  of 
the  knees. 

(2)  The  pommel  arch  should  be  wide  enough  to  allow 
the  saddle  to  be  used  on  nearly  all  horses  and  to  be  set 
far  enough  back. 

(3)  The  seat  should  not  be  too  fiat  and  the  rider  should 
not  feel  the  outer  edges  of  the  bars  of  the  tree  under  his 
thighs. 

(4)  The  straps  for  the  girth  should  be  set  well  forward. 
If  the  line  of  traction  of  the  girth  were  too  far  to  the  rear 
the  saddle  would  rock  and,  rising  in  front,  would  work 
up  toward  the  withers. 

How  a  horse  should  be  saddled. — The  saddle  should  be 
placed  far  enough  back,  but  it  is  impossible  to  give  any 
fixed  rule.  Its  proper  place  depends  upon  the  confor- 
mation of  the  horse.  A  horse  with  a  good  back  and  a 
well-marked prth  place  is  easy  to  saddle;  it  is  the  reverse 
in  the  case  of  one  with  short  ribs  or  big  belly  or  hollow 
shoulders. 

The  matter  of  saddling,  although  often  neglected,  is 

of  great  importance.     Everything  in  riding  hinges  on 

balance,  and  balance  will  be  handicapped  from  the  start 

if  the  rider  is  seated  too  close  to  the  withers  and  is  unduly 

overloading  the  forehand. 

79 


XXV. 

Holding  the  snaffle  reins. — When  the  horse  is  ridden 
in  the  snaffle  bridle,  the  rider  takes  one  rein  in  each 
hand — 

the  reins  coming  in  on  the  underside  of  the  little  finger,  and  coming 
out  over  the  second  joint  of  the  forefinger,  on  which  the  thumb  firmly 
holds  the  rein;  the  other  fingers  closed  on  the  reins,  nails  toward  the 
body.  *  *  *  Hands  about  6  inches  apart,  on  a  level  with  the 
elbows,  backs  straight  up  and  down  and  outward. — United  States 
Cavalry  Drill  Regulations,  paragraph  195. 

With  the  double  snaffle,  the  rider  takes  two  reins  in 
each  hand.  The  reins  of  the  lower  snaffle  bit  (correspond- 
ing to  the  curb  bit)  pass  between  the  third  and  little 
finger;  the  reins  of  the  upper  snaffle  bit  pass  under  the 
little  finger,  and  both  reins  are  held  upon  the  forefinger 
by  the  thumb  as  explained  above. 

:(:  :i<  *  *  Hs 

Holding  the  double  bridle  reins. — ^With  horses  that  pull 
hard,  and  more  especially  with  horses  that  struggle  or 
fight,  it  is  a  distinct  advantage  to  hold  the  reins  in  English 
fashion,  that  is,  with  two  reins  in  each  hand  as  described 
above  for  the  double  snaffle." 

a  To  take  the  double  bridle  reins  in  one  hand  (the  left)  turn  the 
right  wrist  to  the  left  until  the  back  of  the  right  hand  is  up;  move  the 
right  hand  to  the  left  and  insert  the  second  finger  of  the  left  hand 
between  the  two  reins  (right  snafBe  rein  uppermost).  All  four  reins 
are  held  upon  the  second  joint  of  the  forefinger  by  the  thumb.  To 
pass  the  reins  from  the  left  hand  to  the  right  hand,  turn  over  the  back 
of  the  left  hand  to  the  right  and  insert  the  extended  fingers  of  the  right 
hand  between  the  reins  in  such  a  manner  that  there  will  be  a  rein  above 
each  finger  (left  snaffle  rein  uppermost),  the  four  reins  coming  out  under 
the  little  finger  instead  of  above  the  forefinger.  If  the  hands  are 
habitually  held  back  up,  as  is  frequently  done,  the  passing  of  the  four 
reins  from  one  hand  to  the  other  is  much  simplified. — The  Board. 

80 


EQUITATION    AND    HORSE   TRAINING.  81 

Handling  the  reins.— It  is  absolutely  necessary  to 
accustom  riders  to  handle  the  reins  skillfully. 

All  work  on  the  reins  must  be  varied,  smooth,  and  pro- 
gressive. These  results  can  not  be  obtained  unless  the 
rider  is  thoroughly  supple  in  the  shoulders,  arms,  and 
wrists  and  has  clever  fingers.  The  reins  must  be  changed 
from  hand  to  hand,  must  be  separated  and  reunited  not 
only  without  jerks,  but  also  without  failing  to  maintain 
the  proper  tension. 

It  should  also  be  added  that  handUng  the  reins  under- 
standingly  and  skillfully  is  an  indirect  method  of  making  a 
horse's  mouth  perfectly  straight.  Changing  hands  fre- 
quently will  prevent  the  prolonged  action  that  worries 
the  horse  and  causes  faulty  bends  of  the  neck.  Riders 
who  hold  the  reins  constantly  in  the  same  hand  and  in 
the  same  manner  always  have  horses  with  stiff  necks  set 
to  one  side. 

53521°— 10 6 


XXVI. 

What  is  meant  by  the  aids? — The  aids  are  the  different 
means  employed  by  the  rider  to  convey  his  desires  or 
intentions  to  the  horse. 

Into  what  classes  are  they  divided? — The  aids  may  be 
divided  into  natural  and  artificial.  The  natural  aids  are 
the  hands  and  legs;  the  artificial  aids  are:  the  spur,  the 
whip,  the  voice,  the  pat,  the  longe,  the  longeing  whip  and 
the  padded  posts.'* 

The  hands  are  called  the  upper  aids  and  the  legs,  the 
lower  aids.  Some  horsemen  make  use  of  the  terms  princi- 
pal and  supplementary  to  designate  the  natural  and  artifi- 
cial aids,  respectively. 

From  the  standpoint  of  the  execution  of  a  movement 
the  aids  are  classed  as  decisive  and  controlling. 

The  former  are  indispensable  to  the  execution  of  the 
movement  and  have  a  dominating  action;  the  latter  are 
merely  useful,  and  participate  only  in  setting  the  horse  to 
advantage  and  in  making  the  movement  regular. 

A  final  division  into  lateral  and  diagonal  aids  results 
from  the  manner  in  which  the  aids  are  combined.  In  the 
first  case,  the  rider  uses  simultaneously  the  rein  and  the  leg 
on  the  same  side;  in  the  second  case,  he  uses  the  rein  on 
one  side  and  the  leg  on  the  opposite  side. 

Function  of  the  hands. — It  is  the  business  of  the  hands, 
through  the  medium  of  the  reins,  to  communicate  to  the 
horse  his  rider's  will,  to  regulate  the  horse's  gaits,  to  halt 
him  and  to  back  him. 

Their  principal  function  is  the  control  of  the  forehand, 
the  impulse  having  been  given  previously  by  the  legs. 

o  Les  piliers  are  two  padded  posts  to  which  the  horse  is  fastened  by  a 
harness  for  instruction  in  the  high  school  "piaffer"  and  in  the  different 
plunges  and  kicks  of  the  "sauteur." 

82 


EQUITATION    AND    HORSE    THAI  NINO.  83 

Considered  separately,  eacli  rein  can  produce  four  im- 
portant and  distinct  effects : 

(1 )  Front  to  rear  effect. — The  rider  pulls  on  the  two  reins 
alike,  without  pressing  them  on  the  neck  and  without 
opening  the  wrists.  If  the  horse  is  moving,  he  will 
decrease  the  gait  or  halt;  if  the  horse  is  halted,  he  v^dll 
move  backward. 

(2)  Opening  effect. — The  rider  opens  the  right  rein  by 
cariying  the  wrist  to  the  front  and  right.  The  horse's 
head  will  be  drawn  to  the  right  and  he  will  move  in  that 
direction.     This  is  the  direct  rein. 

(3)  Bearing  or  pusliing  effect. — By  pressing  the  left  rein 
against  the  neck,  the  mass  (forehand)  is  pushed  to  the 
right  and  the  horse  faces  in  that  direction — this  is  the 
indirect  rein,  sometimes  called  the  supporting  rein."' 

(4)  Opposing  effect. — The  rider  opens  the  right  rein 
lightly  and  then  pulls  either  in  the  direction  of  the  right 
haunch  or  in  the  direction  of  the  left  haunch.  He  is  then 
said  to  set  the  shoulders  in  opposition  to  the  haunches. 
The  rein  of  opposition  comes  to  the  aid  of  the  leg  on  the 
same  side  when  the  latter's  action  is  insufficient  or  in- 
complete. 

o  In  the  United  States  Cavalry  Drill  Regulations  a  horse  is  described 
as  "rein  ivise  when  he  obeys  the  lightest  pressure  of  the  rein  on  either 
side  of  the  neck,  the  bit  not  being  disturbed  from  its  normal  position." 
It  is  to  be  noted  that  the  horse  has  learned  to  obey  this  pressure  (third 
effect)  through  its  association  with  the  opening  of  the  leading  rein,  as 
prescribed  in  paragraph  216,  Drill  Regulations  (second  effect).  When 
the  rider  uses  the  direct  or  leading  rein,  there  must  be  sufficient  tension 
on  the  other  rein  to  prevent  the  bit  from  "being  disturbed  from  its 
normal  position,"  and  the  other  rein  (la  rene  opposee)  is  also  pressed 
against  the  neck  to  support  the  action  of  the  direct  rein.  In  general, 
there  must  be  combined  action  of  the  reins  just  as  there  must  be  com- 
bined action  of  the  legs  (see  "Unison  of  the  legs,  in  the  next  question), 
and  this  fact  should  be  kept  in  view  in  the  discussion  of  the  distinct 
effects  produced  by  the  reins.  The  text  reads:  "Considered  separately, 
each  rein,  etc.,"  which  might  be  erroneously  construed  as  "Each  rein, 
acting  alone,  etc." — The  Board. 


XXVII. 

Function  of  the  legs. — The  legs  act  on  the  hind  quar- 
ters. Their  business  is  to  communicate  the  rider's  will 
to  the  horse  in  order  to  move  him  straight  to  the  front, 
to  make  him  extend  or  increase  his  gaits,  and  to  start  him 
in  movements  of  all  kinds.  It  is  also  their  special  busi- 
ness to  control  the  haunches,  to  restrict  them  to  the  direc- 
tion pursued  by  the  shoulders  or  to  swing  them  in  refer- 
ence to  the  shoulders.  Finally,  they  are  used  to  collect 
the  horse  by  bringing  his  hind  legs  closer  to  the  center 
of  gravity. 

To  recapitulate,  the  legs  have  three  effects: 

(1)  To  produce  a  forward  movement. 

(2)  To  swing  the  haunches  in  reference  to   the 

shoulders. 

(3)  To  bring  the  hind  legs  under. 

The  simultaneous  action  of  both  legs  produces  a  double 
pressure  to  which  the  horse  should  respond  by  moving 
to  the  front. 

The  action  of  a  single  leg,  while  it  incites  motion,  forces 
the  weight  of  the  hind  quarters  toward  the  opposite  side. 
Thus,  for  instance,  if  the  rider  closes  his  left  leg,  he  pro- 
duces two  effects:  a  general  forward  movement  of  the 
mass  and  a  right  lateral  movement  of  the  haunches. 

Unison  of  the  legs. — Whenever  one  leg  acts  to  swing  the 
haunches,  the  opposite  leg  must  receive  the  mass  in  order 
to  limit  and  rectify  the  movement.  The  legs,  therefore, 
should  always  be  close  enough  to  the  horse  to  act  without 
sudden  jolts  and  to  lend  mutual  assistance. 

84 


EQUITATION    AND    IIOKSE   TU.MMNO.  85 

A  horse  is  in  the  legs  when  he  obeys  at  the  sHghtest 
indication  and  when  the  gentle  closing  of  the  calves  is 
sufficient  to  make  him  move  out  boldly  to  the  front." 

Perfect  obedience  to  the  legs  is  to  be  considered  as  the 
characteristic  sign  of  successful  training. 

In  the  use  of  the  horse  everything  is  based  upon  the 
movement  to  the  front;  the  upper  aids  merely  utilize  and 
direct  the  impulse  produced  by  the  lower  aids;  and  if 
this  impulse  is  wanting  or  is  incomplete,  the  horse  escapes 
more  or  less  from  the  rider's  control.  We  have  said 
several  times  that  the  lesson  of  the  legs  must  take  prece- 
dence over  all  others  and  that  it  is  necessary  to  return 
to  this  lesson  every  few  minutes  during  the  whole  period 
of  the  instruction  of  the  young  horse. 

A  horse  is  hehind  the  legs  when  he  remains  indifferent 
to  their  action  either  through  sluggishness  or  unwilling- 
ness. - 

A  horse  behind  the  legs  is,  as  a  natural  result,  behind 
the  bit.  He  is  completely  out  of  his  rider's  control;  this 
is  the  beginning  of  obstinacy. 

Length  of  stirrups. — Our  regulations  (French)  say : 

The  stirrups  are  suitably  adjusted  if  the  tread  of  the  stirrup  is  level 
with  the  top  of  the  boot  heel  when  the  trooper  is  sitting  properly  on 
his  horse,  with  the  knees  closed  and  the  legs  hanging  naturally. 

In  his  treatise  on  equitation,  Count  d'Aure  admits  the 
same  principle  but  states  it  less  precisely.  According  to 
him,  "the  tread  of  the  stirrup,  before  the  foot  is  inserted, 
should  be  at  the  height  of  the  rider's  heel." 

In  the  Austrian  cavalry  the  stirrups  are  worn  somewhat 
shorter.     Their  regulations  say: 

The  trooper  adjusts  the  stirrups  so  that  the  tread  shall  be  about  1 
inch  above  the  seam  at  the  heels.  If,  from  this  adjustment,  the  trooper 
stands  in  his  stirrups,  there  will  be  a  space  of  four  fingers  between  his 
crotch  and  the  saddle. 

«  In  the  United  States  Cavalry  Drill  Regulations  a  horse  is  described 
as  "leg  wise  when  he  obeys  the  lightest  correct  combined  action  of 
the  rider's  legs."  Although  this  definition  is  almost  identical  with 
the  first  clause  of  the  definition  of  "in  the  legs"  as  given  in  this  text, 
the  second  clause  establishes  the  difference  in  meaning.  To  under- 
stand a  signal  is  one  thing,  to  be  ready  to  move  at  the  signal  is  another. 


86  EQUITATIOJiT    AND    HORSE    TRAIXING. 

The  German  regulations  give  the  same  instructions  as 
the  Austrian.  (See  also  paragraph  247,  U.  S.  Cavalry 
Drill   Regulations.) 

When  the  stirrups  are  too  long,  the  rider  is  said  to  be 
on  Ms  crotch  (fork  seat) ;  he  loses  all  stability ;  his  legs  flap 
about  the  sides  of  the  horse  and  act  with  neither  strength 
nor  accuracy. 

When  the  stirrups  are  too  short,  they  support  more 
than  the  weight  of  the  legs;  they  raise  the  knees  and 
thighs  and  force  the  seat  back.  The  trooper  is  then  said 
to  be  hung  up,  and,  although  he  has  a  stronger  support 
in  the  stirrups,  he  is  less  secure,  because  he  is  not  so  far 
down  in  the  saddle.  Moreover,  the  legs  necessarily  be- 
come rigid;  they  lose  all  freedom  of  movement  and  in 
consequence  all  nicety  (of  action  as  aids). 

The  stirrups,  then,  should  be  neither  too  long  nor  too 
short.  But  of  the  two  faults  the  latter  is  the  more  serious ; 
a  trooper  can  shorten  his  stirrups  without  anxiety,  where- 
as he  feels  a  certain  reluctance  about  lengthening  them. 
It  is  to  be  noticed  that  the  man  who  loses  his  suppleness  or 
his  confidence  always  has  a  tendency  to  diminish  the 
length  of  his  stirrup  straps. 

Position  of  the  foot  in  the  stirrup. — ^At  least  one-third 
of  the  foot  should  be  inserted  into  the  stirrup;  the  heel 
should  be  slightly  lower  than  the  toe;  the  part  of  the  sole 
of  the  foot  included  between  the  joint  of  the  great  toe 
and  the  little  toe  (ball  of  the  foot)  should  rest  upon  the 
tread. 

The  support  should  be  secured  mainly  on  the  inside 
portion  of  the  foot;  this  method  results  in  closing  the  knee 
and  holding  the  lower  leg  in  proper  position. 


XXVIII. 

Part  played  by  the  neck  in  equitation. — ^T\Tien  a  horse 
is  left  to  himself  and  is  free  to  apply  his  own  natural 
methods,  he  makes  usee  of  his  head  and  neck  as  a  balancer 
to  keep  his  forces  in  equilibrium  or  to  modify  their  action. 
If  he  wishes  to  go  forward,  he  pushes  out  his  head  and 
extends  his  neck  in  order  to  shift  the  center  of  gravity 
in  the  direction  of  the  desired  movement.  If,  on  the 
contrary,  he  wishes  to  go  back,  he  pulls  in  his  head 
and  shortens  his  neck,  thus  starting  the  mass  in  the 
miovement  to  the  rear.  In  lateral  movements,  oblique 
or  circular,  it  is  the  same;  the  shifting  of  the  head  or 
neck  to  the  right  or  left  prepares,  favors,  and  controls 
the  animal's  action. 

At  a  walk,  the  head  and  neck  are  in  constant  motion 
in  order  to  take  weight  off  the  legs  that  are  moving  to  the 
front  and  place  weight  on  those  that  rest  on  the  ground. 

At  a  gallop,  the  balancer  is  alternately  raised  and  low- 
ered according  as  the  horse  is  supported  on  the  hind 
quarters  or  on  the  forehand  and  is  extended  or  brought 
in  according  as  the  gait  is  rapid  or  slow. 

This  shifting  of  the  head  and  neck  that  we  observe  in 
the  horse  at  liberty  should  be  noted  when  the  horse  is 
ridden.  The  rider  should  be  completely  master  of  the 
neck,  and  when  he  gives  his  horse  the  signal  for  a  move- 
ment should  be  able  at  the  same  time  to  set  the  neck 
in  the  position  most  favorable  to  the  execution  of  the 
movement.  The  neck  is  therefore  a  steering  gear  as 
well  as  a  balancer,  and  suppling  exercises  that  involve 
this  region  necessarily  take  up  a  large  portion  of  the  time 
devoted  to  training.     But  it  is  to  be  noted  that  these 

87 


88  EQUITATION   AND    HORSE   TRAINING. 

supplings  must  be  confined  to  the  upper  part  of  the  neck. 
The  neck  must  always  offer  an  elastic  resistance,  suitable 
to  its  functions.  If  it  were  too  flexible  and  too  easily 
moved  it  could  neither  react  on  the  hind  quarters  nor 
control  the  movements  of  the  forehand. 

The  kind  of  neck  to  select. — The  importance  of  the 
part  played  by  the  neck  shows  the  importance  that 
should  be  attached  to  its  good  conformation.  A  rider 
should  always  select  a  long  and  powerful  neck,  with  the 
head  well  set  on.  And  it  should  be  remembered  that  we 
said  that  in  training  it  is  more  difficult  to  raise  than  to 
lower  the  head;  a  high  neck  branching  firmly  from  a 
sloping  shoulder  will  diminish  the  difficulties  of  training 
and  will  permit  the  rider  to  produce  more  easily  a  brilliant, 
well  set  up  horse. 

Different  positions  of  the  neck. — The  neck  ehould  always  preserve 
its  muscled  pose  and  even  have  a  certain  amount  of  rigidity.  Its 
position  should  be  the  same  as  that  assumed  naturally  when  the  horse 
at  liberty,  is  in  high  spirits,  and  standing  still. 

If,  contrary  to  this  principle,  the  experiment  is  made  of  raising  the 
head  and  neck  too  high,  the  play  of  the  shoulders  may  be  freer,  but,  at 
the  same  time,  the  loins  and  all  parts  of  the  hind  quarters  will  be  weighted 
down  and  the  haunches  and  hocks  will  be  hampered  in  their  action. 
As  a  result,  movements  of  the  hind  quarters  will  be  constrained, 
unequal,  and  jerky,  and  the  gait  will  lose  both  speed  and  regularity. 

If  the  neck  is  too  low,  the  hind  quarters  will  be  more  at  liberty  but 
will  not  (for  that  reason)  fulfill  their  functions  any  better;  for,  since  they 
can  not  be  brought  up  toward  the  center  of  gravity  except  by  a  special, 
momentary,  and  forcible  application  of  the  lower  aids,  they  will 
promptly  go  back  again  and  will  be  relieved  of  the  weight  which  is  their 
proper  share  in  an  equal  distribution  of  forces;  weight,  we  repeat,  that 
tends  to  set  the  hind  quarters;  weight  that,  when  the  neck  is  held  at  a 
suitable  height,  naturally  and  properly  falls  back  from  the  shoulders 
upon  the  haunches.  If  the  hmd  quarters  are  too  free  and  do  not  carry 
their  proper  share  of  weight  their  action  is  not  favorable  to  smooth  gaits. 

Therefore  the  position  of  the  neck  should  be  neither  too  high  nor 
too  low.  The  neck  must  be  able  to  shorten  or  lengthen  itself  according 
as  the  face  approaches  or  departs  from  the  vertical. 


EQUITATION    AND    HORSE    TRAINING.  89 

The  head  when  drawn  back  should  bend  the  neck  without  breaking  a 
it;  when  extended  forward,  it  should  etretch  the  neck  without  raising 
it.  When  the  horse  is  posed  in  this  manner,  the  reins  will  retain  full 
power  and  both  the  front  and  hind  legs  will  cooperate  in  any  movements, 
either  lengthened  or  shortened,  that  the  rider  may  exact. — Count 
D'Aure. 

Different  positions  of  the  head. — In  order  that  he  may  feel  with  uni- 
formity the  touch  of  his  rider's  hand  and  in  order  not  to  impede  his 
breathing,  the  horse's  face  should  be  set  a  little  forward  of  the  vertical. 
This  position  should  be  taken  for  ordinary  gaits  and  for  simple  and  regu- 
lar movements. 

The  more  we  wish  to  shorten  the  gait  the  more  the  face  should 
approach  the  vertical  plane;  on  the  other  hand,  the  more  we  wish  to 
increase  the  speed  the  more  the  face  should  depart  from  this  plane. 

In  these  last  two  cases  the  position  of  the  head  may  also  be  considered 
as  normal  since  the  gaits  depend  thereon. 

The  head  may  assume  a  faulty  position;  that  is  to  say,  one  too  near 
or  too  far  from  the  vertical;  this  may  be  due  to  defective  conformation 
of  the  forehand,  faulty  fitting  of  the  bit,  undue  sensitiveness  of  the  chin 
groove  or  bars,  or  finally,  and  this  is  most  frequently  the  case  when 
horses  throw  the  nose  into  the  air,  to  a  defect  in  the  conformation  of 
some  part  of  the  hind  quarters. 

These  faulty  positions  can  be  combatted  by  the  rider  not  only  by  a 
judicious  use  of  the  aids,  but  by  a  careful  selection  of  the  bit,  an  atten- 
tive fitting  in  the  mouth,  and  a  studied  adjustment  of  the  curb  chain. — 
Count  D'Aure. 

Influence  of  conformation. — All  horses  can  not  be 
ridden  in  the  same  manner.  General  principles  of  con- 
duct and  training  remain  the  same,  but  supplings  vary 
according  to  the  defects  of  conformation  that  must  be 
overcome. 

A  horse  of  good  conformation  is  easy  to  train ;  all  that 
is  necessary  is  to  teach  him  the  language  of  the  aids,  and 
when  he  understands  everything  becomes  simple  to  him. 
When,  on  the  contrary,  proper  balance  is  wanting,  it  is  nec- 
essary not  only  to  instruct  him,  but  also,  by  means  of 
protracted  and  well  understood  exercises,  to  establish  an 
artificial  equilibrium  that  will  correct  natural  defects. 

o  The  bend  should  be  near  the  poll ;  the  rest  of  the  neck  remains 
practically  the  same  in  all  positions,  or,  as  it  is  called,  "unbroken." 


90  EQUITATION   AND    HOKSE   TRAINING. 

A  horse  with  croup  too  high  and  whose  weight  is  on  his 
shoulders  will  not  be  trained  along  the  same  lines  as  one 
with  high  forehand  or  weak  hind  quarters.  In  one  case 
we  must  raise  the  head  and  force  the  weight  back;  in  the 
other  we  must  lower  the  head  and  load  the  forehand.  A 
good  horseman  must  therefore  study  his  horse's  conforma- 
tion and  adapt  his  methods  of  training  to  the  kind  of 
resistance  he  encounters.  This,  in  order  to  develop  in 
the  animal,  in  action,  a  balance  which  is  rarely  to  be  found 
in  young  horses. 


XXIX. 

Training  for  a  military  race. — It  is  impossible  to  lay 
down  fixed  rules  for  training  a  service  mount  to  run  a 
military  steeple  chase.  The  care  of  the  animal  as  well  as 
his  work  wnll  vary  with  his  breeding,  but  an  officer  or  a 
noncommissioned  officer  training  his  horse  must  pay 
constant  attention,  in  all  cases,  to — 

(1)  The  amount  of  work. 

(2)  The  condition  of  the  legs. 

(3)  The  appetite. 

First.  Amount  of  work. — Training  a  service  mount  for 
a  military  steeple  chase  does  not  involve  such  complete 
conditioning  as  is  required  in  training  a  thoroughbred  for 
a  flat  race.  Moderate  work  should  be  sufficient  to  put 
him  in  condition,  keeping  in  view  the  main  object  which 
is  to  bring  him  up  to  his  maximum  strength  and  energy 
on  the  day  of  the  race.  First,  it  must  never  be  forgotten 
that  the  less  the  horse  has  of  pure  blood,  the  less  he  should 
be  worked  into  condition  for  a  speed  test. 

About  two  months  are  required  to  prepare  a  horse,  fol- 
lowing a  well-chosen  programme  and  working  only  rarely 
at  full  speed.  It  is  better,  if  possible,  to  have  the  horse 
a  little  above  condition  to  start  with,  that  is,  fat  rather 
than  poor,  because  it  is  easier  to  take  off  fat  than  to  gain 
weight  by  building  muscle. 

Each  day's  work  should  be  of  about  two  hours'  dura- 
tion. Exercise  should  be  given  in  the  morning  as  far  as 
possible,  at  any  rate  in  summer,  so  as  to  avoid  the  heat 
and  the  flies.  Give  the  horse  one,  or  at  most,  two  quarts 
of  oats  about  one  hour  before  work. 

First  and  second  week. — Exercise  the  horse  at  a  walk; 
work  him  once  or  twice  every  day  at  a  trot  for  a  mile  or 

91 


92  EQUITATION    AXD    HORSE    TRAINING. 

two,  and  at  a  gallop  for  half  a  mile.  Twice  a  week  give 
him  a  mile  at  a  very  moderate  gallop. 

If  the  horse  is  too  fat,  give  him  a  purge  during  the  first 
days  of  training  to  decrease  the  size  of  the  intestines,  and 
at  the  end  of  the  first  week  give  him  a  sweat  to  eliminate 
part  of  the  fat  from  the  tissues.     (See  Question  VIII.) 

Thin  horses  or  small  eaters  do  not  need  either  purges  or 
sweats. 

Third  and  fourth  weeks. — If  the  legs  keep  in  good  shape 
and  the  appetite  continues  good,  increase  the  speed  and 
duration  of  the  gallops,  diminishing  proportionately  the 
length  of  time  at  the  trot.  Twice  a  week  give  a  good 
gallop,  but  not  at  full  speed.  A  second  sweat  should  be 
given  at  the  end  of  this  period  if  the  horse  is  still  too  fat. 

Fiftli.  and  sixth  weeks. — Same  work,  increasing  the  speed 
and  taking  the  horse  once  or  twice  over  a  distance  nearly 
equal  to  that  of  the  race. 

Seventh  and  eighth  weeks. — Give  several  gallops  from 
one-half  to  three-quarters  of  a  mile,  increasing  the  gait 
during  the  eighth  week  at  the  end  of  the  stretch.  Give 
also  two  or  three  gallops  about  2  miles  long,  but  never 
force  the  pace.  • 

Two  days  before  the  race,  gallop  from  a  half  mile  to  a 
mile,  increasing  the  pace  as  much  as  possible  the  last 
quarter  of  a  mile,  but  of  course  without  overtaxing  the 
horse.  The  day  before  the  race  give  him  only  a  half-mile 
gallop  at  a  moderate  gait.  The  morning  of  the  race  exer- 
cise for  an  hour  at  a  walk. 

Training  for  obstacles  is  only  secondary,  provided  the 
horse  already  knows  how  to  jump.  It  is  sufficient  to  take 
him  over  a  few  obstacles  at  an  ordinary  gait,  from  time 
to  time,  after  the  second  or  third  week. 

During  training  it  is  essential  that  the  horse  be  calm 
and  that  he  lower  his  head  and  stretch  the  reins  without 
boring  on  the  hand. 


EQUITATION    AND    HORSE   TRAINING.  93 

It  should  also  be  clearly  understood  that  the  pro- 
gramme of  work  is  subordinate  to  the  horse's  appetite 
and  to  the  condition  of  his  logs;  the  gallop  must  be  re- 
placed by  the  trot  or  walk,  entirely  or  partly,  every  time 
the  tendons  become  heated  or  the  horse  refuses  his  oats. 

Second.  Condition  of  the  legs. — The  horse's  legs  should 
be  examined  every  day  and  handled  with  the  greatest 
care.  As  soon  as  one  tendon  becomes  more  heated  than 
the  other  decrease  or  stop  the  work  and  relieve  the  over- 
worked part  with  douches,  with  bandages  soaked  in  the 
"white  lotion"  "  or  in  water  and  arnica,  until  the  heat 
has  disappeared.  Then  change  the  work  and  replace  the 
rapid  gaits  by  the  walk,  increasing  the  duration  of  exer- 
cise. If  the  tendons  heat  again  it  is  better  to  stop  train- 
ing entirely  and  thus  avoid  a  strain  that  would  lay  the 
horse  up  for  a  long  time. 

Third.  Feed  during  training. — As  a  general  rule  a  horse 
never  eats  too  much  during  training.  But  if  he  eats 
heartily  and  if  his  legs  will  stand  it  increasing  the  work 
is  sufTicient  to  prevent  him  from  taking  on  too  much 
flesh,  and  training  in  such  a  case  will  go  on  under  the 
best  possible  condition.  This,  however,  is  rarely  the 
case;  increasing  the  work  generally  decreases  the  appe- 
tite, and  it  is  difficult  to  make  a  horse  eat  more  than 
14  quarts  of  oats  a  day.  As  soon  as  a  horse  stops  eating 
with  relish,  the  gallop  should  be  decreased  or  stopped, 
and  resumed  only  when  the  horse  cleans  up  his  oats. 

During  training  hay  is  an  entirely  secondary  nourish- 
ment; 4  or  5  pounds  a  day  are  generally  given.  Bedding 
should  alv/ays  be  abundant  and  extra  good,  so  that,  if  his 
appetite  suggests,  the  horse  can  eat  some  of  it. 

The  ration  should  be  gradually  increased  with  the  work, 
and  given  in  three  or  four  feeds.  Oats  that  are  not  eaten 
at  the  end  of  an  hour  and  a  half  or  two  hours  should  be 
taken  away  so  as  not  to  make  the  horse  lose  his  appetite. 

o  Acetate  of  lead,  1  ounce;  sulphate  of  zinc,  1  ounce;  water,  1  quart. 


94  EQUITATION    AND    HORSE   TRAINING. 

With  light  eaters  mix  carrots,  bread,  green  forage,  etc., 
with  the  oats,  but  in  small  quantities.  A  piece  of  salt  in 
the  feed  box  is  often  useful  in  creating  an  appetite. 

When  a  horse,  as  is  often  the  case,  needs  cooling  (the 
counteracting  of  the  heating  caused  by  grain)  he  should 
be  given  two  handfuls  of  sulphate  of  soda  in  a  mash  three 
or  four  days  in  succession.  The  mash  is  placed  in  the 
feed  box  after  the  evening  feed  and  left  there  all  night. 

If  a  horse  is  a  large  eater  and  fills  his  belly  with  the 
bedding  put  on  a  muzzle  after  he  has  finished  his  feed. 

A  horse  must  be  left  absolutely  quiet  when  eating;  the 
evening  feed  should  be  the  largest. 


XXX. 

Conditioning  a  hunter. — I  shall  take  the  case  of  a  horse  that 
you  have  bought  with  the  idea  of  using  him  for  hunting.  He  ia  trained, 
has  been  worked,  and  comes  from  a  dealer  or  any  other  similar  source. 
His  conformation  appears  good  to  you  from  the  standpoint  of  service 
and  his  gaits  are  natural.  He  is  in  good  condition,  fat.  It  is  spring 
or  summer — June,  let  us  suppose.  You  wish  to  condition  your  horse 
for  the  hunting  season.     What  will  you  do? 

First,  run  your  hand  all  over  your  horse,  but  mainly  over  the  body, 
and  pay  special  attention  to  the  croup  and  neck.  If  you  find  the 
flesh  soft  and  yielding  under  the  fingers,  the  legs  rather  round  and 
pasty,  have  your  horse  saddled,  mount  him,  and  ride  him  into  a 
ploughed  field  or  upon  a  road  deep  with  sand.  Put  your  horse  into  a 
slow  gallop,  keeping  him  well  in  hand;  make  him  work  his  hind  quar- 
ters and  bend  his  neck  a  little.  The  horse  immediately  begins  to  blow 
and  in  a  moment  is  dripping  wet.  The  sweat  is  white,  and  resembles  soap 
suds.  Do  not  go  any  further;  your  horse  is  not  in  condition,  and  you 
must  require  nothing  further  of  him  for  the  present.  Take  him  quietly 
back  to  the  stable  and  for  two  days  put  him  on  bran  mash  and  diet, 
and  on  the  third  day  give  him  a  purge.  Do  not  be  afraid  that  I  am 
going  to  overdo  this  last.  Perhaps,  if  your  horse  is  too  fat,  too  heavy, 
I  will  allow  you  one  more  at  the  end  of  August,  but  that  is  all.  For 
in  sane  hygiene  you  should  avoid  the  pit  into  which  many  hunting 
horses  in  England  fall,  the  destruction  of  the  stomach  and  intestines  by 
an  excess  of  purges  and  of  drugs  intended  to  give  an  appetite.  More- 
over, in  France  our  hunters  must  be  in  much  finer  condition  than  in 
England.  They  are  not  required  to  do  the  same  kind  of  work.  A 
hunter  in  England  must  withstand  two  hours  of  fast  gait  and  constant 
effort.  The  hunter  in  France  is  generally  required  to  withstand  eight 
or  ten  hours  of  continuous  work  and  effort  without  eating,  but  at  a  much 
slower  gait.  Therefore,  the  question  of  the  condition  of  a  hunting 
horse  in  England  and  in  France  is  very  different. 

All  summer,  you  should  feed  your  horse  Glauber's  salts,  one  handful 
in  a  mash  at  least  once  every  ten  or  twelve  days.  He  should  have 
a  substantial  but  gradually  increasing  feed  of  10  to  16  pounds  of  hay 
and  10  to  12  quarts  of  oats  every  day  to  begin  with,  depending  upon 
the  temperament  of  the  horse.     Give  him  regular  work  every  day  or 

95 


96  EQUITATION    AND    HORSE    TRAINING. 

work  him  two  days  and  let  him  rest  the  third  day.  Ilia  work  must 
last  at  least  two  hours;  at  first,  one  hour  at  a  walk  on  soft  or  heavy 
ground,  preferably  over  ploughed  ground,  then  a  moderate  but  con- 
tinuous trot  over  ground  that  is  not  too  hard,  for  at  least  3  miles;  then 
at  least  a  half  hour  at  a  walk.  Continue  this  work  for  six  weeks — that 
is,  till  about  the  15th  of  July.  Then  increase  the  length  of  time  at  the 
trot  and  begin  to  trot  in  place  of  walking  in  the  work  in  the  open  field, 
but  never  push  the  horse  into  the  rapid  gaits.  Continue  this  until 
about  the  15th  of  August.  The  muscles  of  your  horse  will  already 
begin  to  grow  harder  and  firmer;  they  will  be  stronger  and  his  endur- 
ance and  wind  will  be  improved.  Begin  to  increase  the  speed  at 
which  he  works  and  then,  if  he  is  still  too  fat,  you  may  give  him  another 
purge.  A  few  days  later  you  may  increase  his  oats  a  little,  up  to  14 
or  16  quarts,  depending  upon  the  temperament  of  the  horse.  The 
work  is  then  increased  by  a  gallop  over  plowed  ground,  always  fol- 
lowing a  progressive  course,  beginning  with  a  short  and  rapid  gallop, 
and  ending,  on  the  15th  of  September,  with  a  good  gallop  at  hunting 
speed  for  5  or  6  miles.  If  the  horse  is  still  too  fat,  if  the  muscles  of  the 
neck,  loins,  and  thighs  do  not  stand  out  well,  if  he  perspires  too  freely, 
if  the  sweat  is  a  white  lather  and  not  a  colorless  fluid,  give  him  two  or 
three  gallops  under  blankets,  covering  well  the  parts  you  wish  to 
lighten.  For  instance,  if  the  neck  is  too  heavy,  too  flabby,  put  on 
one  or  two  hoods.  If,  on  the  contrary,  he  has  too  large  a  belly,  put  on 
two  or  three  blankets.  Naturally  you  should  always  finish  at  a  walk 
and  see  that  there  is  a  very  good  grooming  when  you  come  in.  Put 
on  good  flannel  bandages  after  careful  hand  rubbing  of  the  legs. 

By  following  this  course  of  preparation,  your  horse  should  begin  to 
be  in  condition  toward  the  end  of  September.  He  is  far  from  being 
entirely  ready,  but  he  may  begin  to  hunt  without  much  fear  of  injury. 
By  this  time  he  has  started  to  shed  and  is  beginning  to  suffer  from  the 
action  going  on  inside  of  him,  which  takes  away  part  of  his  strength 
and  exhausts  him.  Redouble  your  care  by  covering  him  carefully 
80  that  the  heat  may  hasten  the  shedding,  and  above  all  give  him 
abundant  and  substantial  feed.  Accordingly,  from  the  15th  of  Sep- 
tember to  the  15th  of  Otober,  I  recommend  a  feed  of  beans  every  day 
(2  quarts  soaked  in  three  different  waters)  and  put  iron,  nails,  horse- 
shoes, etc.,  in  his  drinking  water.  All  this  gives  him  strength  to 
support  the  work  going  on  inside  of  him,  for  it  is  very  important  that 
the  shedding  and  sweating  in  October  should  not  put  him  out  of  con- 
dition. If  it  does,  you  will  not  be  able  to  get  him  back  in  condition 
again  the  rest  of  the  winter,  and  in  January  he  will  be  completely  run 
down.  Consequently  it  is  from  the  20th  of  September  to  about  the 
15th  of  November  that  you  should  feed  a  hunter  the  most. 


EQUITATION    AND    HORSE   TRAINING.  97 

Now,  your  horse  ia  almost  in  condition  and  may  hunt.  Tn  tho  inter- 
val between  hunts,  exercise  your  horse  or  have  him  exercised  a  little 
every  other  day,  taking  care  to  take  him  out  for  a  short  time  the  day 
after  each  hunt  to  observe  his  condition  and  the  freedom  of  his  move- 
ments. If  for  any  reason  you  do  not  hunt  for  a  time,  you  should  put 
your  horse  through  the  same  work  that  you  did  in  the  month  of  August, 
giving  him  short  gallops  and  work  at  a  walk  over  plowed  ground. 

In  this  manner  you  keep  him  fit  all  winter,  giving  him  good  feed 
and  varying  it  according  to  his  condition  and  appetite.  If  he  always 
eats  well,  continue  the  oats  without  overdoing  the  mashes;  the  latter 
should  be  given  only  in  the  evening  on  coming  in  from  the  hunt, 
and  on  the  next  morning  feed  a  cold  mash  of  barley  meal.  If  your  horse 
shows  a  failing  appetite  or  runs  down  in  condition,  give  him  cooked 
grain  or  cooked  vegetables. 

Thus  you  reach  the  month  of  April  and  the  end  of  the  hunting 
season.  As  soon  as  hunting  stops,  let  your  horse  rest.  Exercise  him 
only  at  a  walk  and  for  his  health.  Take  particular  care  of  the  legs 
and  lower  his  condition  by  cooling  mashes,  for  a  horse  can  not  be  kept 
with  impunity  on  such  substantial  and  heating  feed  the  year  around. 
You  might  then  turn  him  out  in  a  paddock  without  grass  or  with  grass 
that  you  have  had  cut  short.  Give  him  a  mash,  a  full  feed  of  carrots, 
and  only  6  quarts  of  oats.  Continue  this  until  the  15th  of  May  at  least, 
then  stop  the  carrots  and  little  by  little  the  mashes.  Then  begin  to 
increase  the  oats,  in  order  to  take  up  the  same  work  as  the  preceding 
year  and  with  the  same  gradual  progress. 

During  this  period  of  rest,  the  horse  can  be  given  such  treatment  as 
the  condition  of  his  legs  may  require. 

These  are  the  general  instructions  for  putting  a  hunter  in  fit  condi- 
tion for  his  work. — Count  Le  Coulteux. 

Conditioning  for  endurance  races. — For  this  training, 
refer  to  what  has  just  been  said  concerning  hunters,  and 
to  the  twenty-ninth  question,  on  training  for  miUtary 
races. 

The  work  varies  with  the  length  of  time  available,  with 
the  age  and  condition  of  the  horse  and  the  nature  of  the 
race.     The  only  general  rules  to  be  repeated  here  are: 

Gradually  increase  the  horse's  ration  with  the  work. 

Exercise  a  great  deal  at  a  walk  in  order  to  develop  the 
muscles. 

53521°— 10 7 


98  EQUITATION    AND    HORSE    TRAINING. 

Regulate  the  walk  and  trot  carefully,  and  have  the 
horse  perfectly  calm  at  these  two  p;aits. 

Never  use  the  extended  trot. 

Accustom  the  horse  not  to  pull,  so  that  he  will  not 
waste  part  of  his  strength  fighting  the  hand. 

The  morning  of  the  race,  massage  the  tendons;  rub 
both  tendons  and  joints  with  a  fatty  substance,  such  as 
vaseline;  if  the  race  is  in  the  morning,  feed  little  grain, 
about  1  or  2  quarts. 

During  the  race  the  periods  at  a  trot  should  be  con- 
siderably shorter  than  during  training,  in  order  to  avoid 
winding  the  horse.  Dismount  as  often  as  possible, 
especially  going  up  and  down  hill.  Do  not  be  afraid  to 
water  in  moderate  quantities  once  or  several  times  on 
the  road;  there  is  no  danger  if  you  do  not  take  too  fast 
a  gait  just  after  watering. 


o 


Webst' 


^ 


